ABSTRACT

Studies have shown that learning mathematics through programming can be complex and that the programming itself might even hamper students’ learning. However, few studies have focused on the role of the teacher and the teacher-student interaction that aims to support students’ learning when using programming. The present study examines a didactic design in which a teacher uses well-prepared questions and suggestions that focus on students’ reasoning to solve mathematical problems using Scratch, a block-based programming environment. Forty students, 10–11 years old, solved a geometry problem using Scratch supported by their teacher. The students’ screen activities and teacher-student interactions were recorded. The results indicate that well-prepared general and task-specific questions targeting students’ creative reasoning can help to overcome some of the complexities of learning mathematics while programming. The study furthermore shows that when students have sufficient programming skills, Scratch could even have the potential to support their reasoning and at the same time guide the teacher to give timely feedback.

摘要

研究表明，通过编程学习数学可能很复杂，而且编程本身甚至可能会妨碍学生的学习。然而，很少有研究关注教师的角色和旨在支持学生在使用编程时学习的师生互动。本研究检验了一种教学设计，其中教师使用精心准备的问题和建议，重点关注学生的推理，以使用基于块的编程环境 Scratch 来解决数学问题。四十名 10-11 岁的学生在老师的支持下使用 Scratch 解决了几何问题。记录学生的屏幕活动和师生互动。结果表明，针对学生创造性推理的精心准备的一般性和特定于任务的问题可以帮助克服编程时学习数学的一些复杂性。研究进一步表明，当学生有足够的编程技能时，Scratch 甚至可以支持他们的推理，同时引导老师及时反馈。