Integrating computational thinking into primary mathematics: A case study of fraction lessons with Scratch programming activities

Integrating computational thinking into primary mathematics: A case study of fraction lessons with Scratch programming activities

• Fang, Xiaoxuan The Education University of Hong Kong
• Ng, Davy Tsz Kit The University of Hong Kong
• Tam, Wing Tung The Education University of Hong Kong
• Yuen, Man Wai

Asian Journal for Mathematics Education, 2(2), 220-239, 2023

SAGE Publications

2023

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCC Teaching Methods & Their Outcomes

Computational Thinking Primary Mathematics Fractions 5E Model Scratch

• Hong Kong

• 1997.7 onwards

• Primary Education

• View Full Text 全文連結

We presented a design-based study within the context of a four-session Scratch programming activity among 23 fourth-grade students in Hong Kong. Inspired by the computational thinking (CT) strategies and the 5E instructional model, we investigated students’ mathematical learning of fractions in a Scratch (block-based programming) environment. Students developed CT concepts, practices, and perspectives by building a “fraction magic calculator” in groups. This study analyzed the lesson design, students’ drawings, interviews, and work expressing their mathematical understanding of fractions in Scratch applications. The learning tasks were designed to support the students’ fraction learning and utilized computational abstractions in the form of variables, functions, and iterations to formulate mathematical models in a programming context. Students’ artifacts and feedback showed they were interested in learning fractions in a programming learning context, contributing to exercising and improving their fraction concepts and CT. Ultimately, we emphasized the benefits of CT integrated into mathematics education, promoting students’ understanding of fraction concepts, a set of CT abilities (concepts, practices, perspectives), and learning motivation. Moreover, we suggested a set of non-cognitive skills (e.g., socializing, expressing) to enrich the CT perspectives in the framework and show the importance of developing coding communities to co-create digital artifacts among learners. Overall, we highlighted that mathematics teachers should apply and create learning tasks that promote computational thinking to forge mathematical ideas and thinking. Copyright © 2023 The Author(s).

• English

Journal Articles

• 27527263

• 10.1177/27527263231181963

https://bibliography.lib.eduhk.hk/en/bibs/74723e91

2024-01-12