About this paper

Appears in:
Pages: 3911-3914
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1003

Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain

VECTOR EQUATION OF A LINE: A SCRATCH APPLICATION

C. Monteiro1, P. Catarino2, A. Soares2, B. Fonseca2

1Agrupamento de Escolas D. Sancho II, Alijó (PORTUGAL)
2University of Trás-os-Montes e Alto Douro (PORTUGAL)
The use of a didactic Scratch application (https://scratch.mit.edu/projects/280886265/) developed by the first author in order to illustrate the concept of a vector equation of a straight line is analyzed in this paper. The research question that guided this work was as follows: “Does this application improve the knowledge of the students about this subject?”. In order to try to answer this question a pre-experimental study was carried out with a pre-test and a post-test. A Scratch application was then designed to illustrate a set generated by several points of a straight line from a point (x0,y0) and the multiple of a vector (u, v).
To make the application more appealing, a football field was placed as a background, and in the middle of the field was the origin of the referential After the introduction of the point (x0,y0) and the multiple of a vector (u, v), the students could see the straight line emerging from the various multiples of the vector that cross the football field. The visualization of the straight line generated by Scratch helped to make the concept of the vector equation less abstract. The student’s interaction with the Scratch application was made through a game. Thus, given a random point in the football field, the student would have to introduce a suitable vector so that the straight line formed by the generated point and the vector introduced defines the direction to the ball enter in the goal.
To assess the impact of the Scratch application on the students’ knowledge about the vector equation of a straight line, a group of 9 students of 12th grade of the Portuguese educational system was the group of participants of this pre-experimental study.
Analyzing the data, in terms of descriptive statistics, an average of 60% was obtained with a standard deviation of 37% in the pre-test and an average of 83%with a standard deviation of 18% in the post-test. Looking at the averages of the questions implemented, in all of them there was an improvement, especially the ones that implied defining vector equation of the straight lines, through the respective Cartesian equations.
In general, the study showed that the students who used this application had better results in the post-test than in the pre-test and, therefore, we can conclude that, in this case, the application of Scratch had a positive impact on knowledge respect to the vector equation of a straight line.
@InProceedings{MONTEIRO2019VEC,
author = {Monteiro, C. and Catarino, P. and Soares, A. and Fonseca, B.},
title = {VECTOR EQUATION OF A LINE: A SCRATCH APPLICATION},
series = {11th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN19 Proceedings},
isbn = {978-84-09-12031-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2019.1003},
url = {http://dx.doi.org/10.21125/edulearn.2019.1003},
publisher = {IATED},
location = {Palma, Spain},
month = {1-3 July, 2019},
year = {2019},
pages = {3911-3914}}
TY - CONF
AU - C. Monteiro AU - P. Catarino AU - A. Soares AU - B. Fonseca
TI - VECTOR EQUATION OF A LINE: A SCRATCH APPLICATION
SN - 978-84-09-12031-4/2340-1117
DO - 10.21125/edulearn.2019.1003
PY - 2019
Y1 - 1-3 July, 2019
CI - Palma, Spain
JO - 11th International Conference on Education and New Learning Technologies
JA - EDULEARN19 Proceedings
SP - 3911
EP - 3914
ER -
C. Monteiro, P. Catarino, A. Soares, B. Fonseca (2019) VECTOR EQUATION OF A LINE: A SCRATCH APPLICATION, EDULEARN19 Proceedings, pp. 3911-3914.
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