Building mathematical knowledge with programming: insights from the ScratchMaths project
Laura Benton, Celia Hoyles, Ivan Kalaš, Richard Noss · UCL Discovery (University College London) · 2016
The ScratchMaths (SM) project sets out to exploit the recent commitment to programming in schools in England for the benefit of mathematics learning and reasoning. This design research project aims to introduce students (age 9-11 years) to computational thinking as a medium for exploring mathematics following a constructionist approach. This paper outlines the project and then focuses on two tensions related to (i) the tool and learning, and (ii) direction and discovery, which can arise within constructionist learning environments and describes how these tensions were addressed through the design of the SM curriculum.