TY - GEN
T1 - Application of the four phases of computational thinking and integration of blocky programming in a sixth-grade mathematics course
AU - Hsu, Ting Chia
AU - Hu, Hsin Chung
N1 - Funding Information:
This study is supported in part by the Ministry of Science and Technology in Taiwan under contract number: MOST 105-2628-S-003-002-MY3. This study was conducted in an elementary school, and the authors are grateful to the YiLan County Government Education Department.
Publisher Copyright:
© 2017, The Education University of Hong Kong. All rights reserved.
PY - 2017
Y1 - 2017
N2 - This study put four steps, problem decomposition, pattern recognition, abstraction, and algorithm, into practice by integrating the blocky programming language, Scratch, into a mathematics course. The teacher guided the sixth-graders to apply the four steps of computational thinking to writing a blocky program to solve daily-life equality axiom mathematics problems. The results showed that the method was beneficial for promoting the learning effectiveness of mathematics, and also found that there was a significantly positive correlation between the performance of blocky programming and the mathematics post-test. There was no significant correlation between creative tendency and self-efficacy after the experiment. Self-efficacy had a positive correlation to learning motivation both before and after the experiment.
AB - This study put four steps, problem decomposition, pattern recognition, abstraction, and algorithm, into practice by integrating the blocky programming language, Scratch, into a mathematics course. The teacher guided the sixth-graders to apply the four steps of computational thinking to writing a blocky program to solve daily-life equality axiom mathematics problems. The results showed that the method was beneficial for promoting the learning effectiveness of mathematics, and also found that there was a significantly positive correlation between the performance of blocky programming and the mathematics post-test. There was no significant correlation between creative tendency and self-efficacy after the experiment. Self-efficacy had a positive correlation to learning motivation both before and after the experiment.
KW - Computational Thinking
KW - Learning motivation
KW - Mathematics
KW - Scratch
KW - Self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=85049751049&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85049751049&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85049751049
SN - 9789887703440
T3 - Proceedings of International Conference on Computational Thinking Education
SP - 73
EP - 76
BT - Proceedings of International Conference on Computational Thinking Education, CTE 2017
A2 - KONG, Siu-cheung
A2 - SHELDON, Josh
A2 - LI, Robert Kwok-yiu
PB - The Education University of Hong Kong
T2 - 1st International Conference on Computational Thinking Education, CTE 2017
Y2 - 13 July 2017 through 15 July 2017
ER -