Programar para aprender matemáticas en 5º de Educación Primariaimplementación del proyecto ScratchMaths en España

  1. Moreno León, Jesús 1
  2. Román González, Marcos 2
  3. García Perales, Ramón 3
  4. Robles, Gregorio 4
  1. 1 Programamos. Sevilla, España.
  2. 2 Universidad Nacional de Educación a Distancia (UNED). Madrid, España.
  3. 3 Universidad de Castilla-La Mancha (UCLM)
  4. 4 Universidad Rey Juan Carlos. Madrid, España.
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Journal:
RED: revista de educación a distancia

ISSN: 1578-7680

Year of publication: 2021

Issue Title: La educación en Matemáticas, Pensamiento Computacional y STEM apoyada por la tecnología digital. Su diseño instruccional. El principio de activación

Volume: 21

Issue: 68

Type: Article

DOI: 10.6018/RED.485441 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: RED: revista de educación a distancia

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Abstract

This article presents the results of an investigation that has measured the causal impact of the intervention carried out within the framework of the School of Computational Thinking project, launched by the Ministry of Education and Vocational Training of Spain in the 2018-2019 academic year. Specifically, the work studies whether it is possible to improve the development of students’ mathematical competence through programming activities using the Scratch language in 5th grade of Primary Education. The research design consists of an empirical intervention study based on the lessons learned from the ScratchMaths project, developed by University College London in the United Kingdom. Two groups of non-equivalent students have been used, the experimental group and the control group, without random assignment, with pre-test and post-test measurement on the mathematical competence variable. More than 3,700 students participated in the investigation, who were assigned either to the experimental group -which worked on the mathematical competence through computer programming activities- or to the control group -which did so with other common activities and resources in the area of ​​Mathematics. The results show that the students in the experimental group developed this competence to a greater extent than the students in the control group, with a significant and positive impact on it. Being the intervention effect size d=0.449, it can be stated that the project achieved the intended effect on the students’ mathematical competence. The generalization of computational thinking experiences in the curriculum can guarantee the improvement of the quality of the teaching and learning processes.

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Funding information

report submitted to the National Institute of Mental Health Under the ADAMHA Small Grant Award Program. Grant No. MSMA, 1, R03.

Funders

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