Teaching programming skills in primary school mathematics classes: An evaluation using game programming

Förster, Emmy-Charlotte; Förster, Klaus-Tycho; Lowe, T. E.

doi:10.1109/educon.2018.8363411

Cited by 9 publications

(6 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Users can intuitively create algorithms/programs (in the case of visual programming the two concepts are joined) by manipulating blocks of instructions, that is, by dragging and dropping them and encapsulating them in ordered sequences. Several authors (Benton et al, 2017(Benton et al, , 2018Crisci, 2020;Förster et al, 2018;Laurent et al, 2022;Zhang & Nouri, 2019) used Scratch for teaching and learning mathematical knowledge in primary school. Through the Scratch instructions, it is possible to make characters perform actions (e.g.…”

Section: Computer Programming For Constructing Mathematical and Geome...mentioning

confidence: 99%

Axial Symmetry in Primary School Through a Milieu Based on Visual Programming

Crisci,

Dello Iacono,

Ferrara Dentice

2024

Digit Exp Math Educ

View full text Add to dashboard Cite

This paper outlines the design and application of a didactic sequence aimed at facilitating primary students’ understanding of axial symmetry, utilizing a combination of digital artefacts and paper tasks. We wondered to what extent the designed didactic sequence is able to make primary school students formulate and validate effective programming strategies to construct symmetrical images with respect to an axis and identify the key properties of axial symmetry. Data analysis from a study carried out with fifth-grade students shows a link between the evolution of students’ programming strategies and the construction of mathematical knowledge related to the definition of axial symmetry. The digital artefact and the paper tasks were effective in bringing out programming strategies and some of the key properties of axial symmetry. However, the designed didactic sequence was not enough to allow students to identify all properties related to axial symmetry, and a subsequent intervention by the teacher was necessary. The results of the experimentation led us to expand the paper tasks with additional questions for students.

show abstract

Section: Computer Programming For Constructing Mathematical and Geome...mentioning

confidence: 99%

Axial Symmetry in Primary School Through a Milieu Based on Visual Programming

Crisci,

Dello Iacono,

Ferrara Dentice

2024

Digit Exp Math Educ

View full text Add to dashboard Cite

show abstract

“…The majority of papers on this theme focused on gamification to develop programming skills in school students. Among the programming skills-related articles, six papers explored the use of gamification to enhance the interest and competency of elementary school children in learning programming (Demirkiran & Tansu Hocanin, 2021;Förster et al, 2018;Giannakoulas & Xinogalos, 2018;Seralidou & Douligeris, 2021;Shim et al, 2017;Theodoropoulos et al, 2016). An additional six papers explored the role of gamification in developing programming skills in high school students (Holenko Dlab & Hoic-Bozic, 2021;Ouahbi et al, 2015;Pellas, 2016;Pellas & Peroutseas, 2016;Pellas & Vosinakis, 2018a, 2018b.…”

Section: Learning Performance-level 2 Cluster 1 Sub-clustermentioning

confidence: 99%

Gamification in education: A citation network analysis using CitNetExplorer

Chugh

Turnbull

2023

CONT ED TECHNOLOGY

View full text Add to dashboard Cite

Gaming is becoming a popular method of engaging students in learning processes across all levels of the educational community. The effective integration of gaming activities into course curricula has the potential to enhance student learning, motivation, and knowledge acquisition in a range of disciplines. However, gamification of education is not without its opponents, with many educators concerned about the negative impacts of game use on effective learning. This study enhances our understanding of contemporary practices related to the areas, usage and characteristics of gamification in education. It is of particular relevance to educational institutions with a focus on developing innovative teaching methods and curricula that utilize gamification techniques in a multi-disciplinary, cross-national context across all stages of formal learning. Through the use of bibliometric analysis techniques, our study of the citation relations of 3,617 publications identified ten prominent themes dominated by gamification: mobile gaming, physical education, health and medicine, business, learning performance, programming and computing, English language, teacher adoption, primary & secondary education, and mathematics. Clear evidence of increased student motivation to learn and improved course results were evident in the examined literature. This study will benefit <i>serious</i> game designers, educators, and educational institutions to develop more inclusive and engaging pedagogies that exploit the ubiquitous availability of gaming technologies for inclusion in more traditional course delivery methods.

show abstract

“…Mathematic and geometry related objectives and topics in CT embedded studies were summarized as follows: addition, fractions (Kong and Li, 2016); numbers, addition/subtraction, different calculation strategies (Djurdjevic-Pahl et al, 2016;Messer et al, 2018); numerical calculation, analytical reasoning, quantitative reasoning (Ke, 2014); coordinate graphing, mathematical functions (Friend et al, 2018); calculating the least common multiple and the greatest common divisor (Rodríguez-Martínez et al, 2020); identifying/creating geometric shapes, angles, symmetry and mirroring, functions and simultaneous equations, formulas for e.g. percentages, areas, calculator application (Niemelä et al, 2017;Urban, 2015); cartesian coordinates, probability, measurement and number sense ; operations, algebraic thinking, number and operations' counting, cardinality, fractions, the number system, expressions and equations (Harrison et al, 2018); binary numbers and cartesian coordinates (Mensing et al, 2013);shapes, angles, patterns, problem solving, symmetry, ratio (An and Park, 2012); shapes, addition and subtraction, mental math strategies, coordinate geometry, repeating patterns, fractions, area and perimeter relationships, symmetry and transformations, probability (Gadanidis, 2017); properties of polygons, fractions, multiplication, number sense through number stories, area and volume, algebraic thinking, operations (multiplication and division) (Israel and Lash, 2019); mathematical problems (Lévano et al, 2016;Pires et al, 2019); mathematical patterning (Miller, 2019); polygons and tessellations (Förster et al, 2018;Foerster, 2016); fractions and ratios, geospatial concepts (coordinate estimation based on location) (Nugent et al, 2009); two dimensional shapes (angles, areas etc.) (Kale et al, 2018;Terwilliger et al, 2019;Valentine, 2018).…”

Section: Subject-related Learning Objectivesmentioning

confidence: 99%

“…Eleven of these studies report using multiple choice questions to test a single science concept (Basu et al, 2015), coordinate graphing, spatial skills, and functions (Friend et al, 2018) or English reading (Nesiba et al, 2015). Nineteen of these studies report using open-ended questions: for example, to test the "understanding of science concepts and CT skills as well as the ability to solve problems by combining multiple fundamental concepts" (Basu et al, 2015), or to assess geometry learning (Förster et al, 2018).…”

Section: Assessment Strategiesmentioning

confidence: 99%

Interdisciplinary Integration of Computational Thinking in K-12 Education: A Systematic Review

Yeni,

Grgurina,

Saeli

et al. 2023

Informatics in Education

View full text Add to dashboard Cite

There is an increasing interest in the integration of computational thinking (CT) in the K-12 curriculum. By integrating CT into other disciplines, the aim is to equip students with essential skills to navigate domain-specific challenges. This study conducts a systematic review of 108 peer-reviewed scientific papers to analyze in which K-12 subjects CT is being integrated, learning objectives, CT integration levels, instructional strategies, technologies and tools employed, assessment strategies, research designs and educational stages of participants. The findings reveal that: (a) over two-thirds of the CT integration studies predominantly focus on science and mathematics; (b) the majority of the studies implement CT at the substitution level rather than achieving a transformation impact; (c) active learning is a commonly mentioned instructional strategy, with block-based languages and physical devices being frequently utilized tools; (d) in terms of assessment, the emphasis primarily lies in evaluating attitudes towards technology or the learning context, rather than developing valid and reliable assessment instruments. These findings shed light on the current state of CT integration in K-12 education. The identified trends provide valuable insights for educators, curriculum designers, and policymakers seeking to effectively incorporate CT across various disciplines in a manner that fosters meaningful skill development with an interdisciplinary approach. By leveraging these insights, we can strive to enhance CT integration efforts, ensuring the holistic development of students' computational thinking abilities and promoting their preparedness for the increasingly interdisciplinary domains of digital world.

show abstract

Teaching programming skills in primary school mathematics classes: An evaluation using game programming

Cited by 9 publications

References 37 publications

Axial Symmetry in Primary School Through a Milieu Based on Visual Programming

Axial Symmetry in Primary School Through a Milieu Based on Visual Programming

Gamification in education: A citation network analysis using CitNetExplorer

Interdisciplinary Integration of Computational Thinking in K-12 Education: A Systematic Review

Contact Info

Product

Resources

About