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Integrating Computational Thinking in math courses for 3rd and 4th Grade students with Learning disabilities via Scratch

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Published:26 February 2020Publication History

ABSTRACT

This study investigates primarily the use of Computational Thinking in teaching mathematical concepts of Perimeter and Area. For those 3rd and 4th Grade students with learning disabilities, specifically, the extent to which their construction and understanding of mathematical concepts and their development of computational thinking are explored. For these reasons, the experimental research method is the one-group pretest-posttest design that we adopted which was conducted with 26 students, identified as learning disabilities by the committee for Identification and Placement of Gifted and Disabled Student. Data collected are analyzed with the Paired Sample t-test to comparison of these students in their learning outcomes and difference in aspects of construction of mathematical concepts and development of computational thinking after teaching. We find this teaching method enhances the learning outcomes and performance in the Math unit of Perimeter and Area and the performance of the development of computational thinking of these students after the intervention (160 minutes).

References

  1. Israel, M., Wherfel, Q. M., Pearson, J., Shehab, S., & Tapia, T. 2015. Empowering K--12 students with disabilities to learn computational thinking and computer programming. Teaching Exceptional Children, 48(1), 45--53. DOI: https://doi.org/10.1177/0040059915594790Google ScholarGoogle ScholarCross RefCross Ref
  2. Calao, L. A., Moreno-León, J., Correa, H. E., & Robles, G. 2015. Developing mathematical thinking with scratch. In Design for teaching and learning in a networked world, 17--27. Springer, Cham. DOI: https://doi.org/10.1007/978--3--319--24258--3_2Google ScholarGoogle Scholar

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  1. Integrating Computational Thinking in math courses for 3rd and 4th Grade students with Learning disabilities via Scratch

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    • Published in

      cover image ACM Conferences
      SIGCSE '20: Proceedings of the 51st ACM Technical Symposium on Computer Science Education
      February 2020
      1502 pages
      ISBN:9781450367936
      DOI:10.1145/3328778

      Copyright © 2020 Owner/Author

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      Association for Computing Machinery

      New York, NY, United States

      Publication History

      • Published: 26 February 2020

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