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dc.contributor.authorCalder, Nigel Stuarten_NZ
dc.date.accessioned2019-11-07T20:21:58Z
dc.date.available2018en_NZ
dc.date.available2019-11-07T20:21:58Z
dc.date.issued2018en_NZ
dc.identifier.citationCalder, N. S. (2018). Using Scratch to facilitate mathematical thinking. Waikato Journal of Education, 23(2), 43–58. https://doi.org/10.15663/wje.v23i2.654en
dc.identifier.issn1173-6135en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/13108
dc.description.abstractThis article reports on a research project that examined the ways that 10-year-old students, who were using Scratch for coding, engaged with mathematical ideas. Interactive software is emerging that has cross-curricula implications and facilitates thinking in rich, problem-solving environments. Scratch, a free-to-use graphical programming environment provides opportunities for creative problem solving. When students process mathematics through digital technologies, the digital pedagogical media influences the learning process and students’ understanding emerges in distinctive ways. The children used Scratch to create mathematical digital learning objects, including games. An interpretive approach was undertaken, with the data collected over a two-week research period. The students wrote daily blogs articulating their progress and reflections. Students and the teacher were interviewed, and classroom observations (both written and photographic) were recorded. The findings suggest that mathematical thinking, including geometry and problem-solving processes, was facilitated through this process. Together, these findings indicate that teachers should not only use Scratch in primary school classroom programmes to develop coding skills but also be aware of its potential to facilitate thinking in other related areas.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWilf Malcolm Institute of Educational Researchen_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
dc.titleUsing Scratch to facilitate mathematical thinkingen_NZ
dc.typeJournal Article
dc.identifier.doi10.15663/wje.v23i2.654en_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page43
pubs.elements-id230579
pubs.end-page58
pubs.issue2en_NZ
pubs.volume23en_NZ


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