Abstract:

The main goal of this research study is to determine and analyze a potential way of increasing students’ mathematical capabilities, by introducing in the mathematics curriculum an activity related with computer programming. 1st of ESO students are starting to perform computer-programming activities using the Scratch Visual Platform while the researcher studies certain mathematical abilities. The complementary aims of the study are: to determine a way of increasing the mentioned capabilities, and to propose a curricular implementation within the actual Spanish Education System.
To accomplish these goals, this study conducts an investigation with a group of students before and after being involved in an activity of computer programming using Scratch. This study is actually taking place during this 2010-2011 school year, and we are aimed to test every trimester, if the treatment is making an effect on the students’ performance. We present in this article the first of the three studies that we will perform during this year.
In order to do so, we work with two groups of pupils; one group acts as a test group, while the other one is used as a control set. The study focuses mainly on data recollection and its posterior analysis, revising the stated capabilities and how they have changed.
The methodology used is a true-experimental research approach. We used the Posttest-Only Control Group Design, and since the participants where pretested at the beginning of the school year we had a base line to start with. We have chosen this type of study because is able to test a hypothesis and establish real testable cause-effect relationships. As affirmed before, the purpose of study is to show that Scratch Programming causes a change in mathematical student capabilities, therefore, this is the type of research that gave us stronger capacities to prove the initial hypothesis.
The statistical analysis performed is a t test of significance. We are testing if the experimental treatment (this is, participating in the Scratch Programming activity) is impacting students’ mathematical capabilities. The results of this pilot study showed not significant statistical differences between the two groups, (t= 0.029, α= 0.05, df=42), meaning that it is too early to see any differences because the treatment has been taking place only during one trimester.
We expect better results at the end of the school year, when we will have enough information, this is, three sets of data, that we could use to compare case by case, and see, for example, if the treatment is affecting one type of intelligence, or a gender in a higher degree than the other ones. We will be able to complement our statistical analysis with these qualitative observations.