About this paper

Appears in:
Pages: 3947-3956
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1011

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

SCRATCH: A STUDY WITH STUDENTS WITH LEARNING DIFFICULTIES

R. Oliveira1, B. Fonseca2, P. Catarino2, A. A. Soares2

1Agrupamento de Escolas de Ribeira de Pena (PORTUGAL)
2University of TrĂ¡s-os-Montes e Alto Douro (PORTUGAL)
Technological progress is a feature of everyday life in society, and school, as an integral part of it, must accompany this development with changes in educational practice. The school must work towards inclusion and equity of learning for all pupils. In this context, educational technologies appear to be very relevant tools in view of their potential for improving the education of children with learning difficulties. One of these educational technologies is the Scratch platform. The main objective of this study was to understand how the use of the Scratch software can contribute to the learning of mathematical content, specifically the affine function, by two children with learning difficulties. The research consisted of the application of a pre-test, followed by a two-session intervention and concluded with the application of the post-test. The mixed methodology focused on the quantitative analysis of pre- and post-test results and on the qualitative analysis of elements of the students' records, of the elements that they produced in the computer and of the researcher's field notes. The results suggest that the intervention had a significant impact on the overall performance of the two students, although with different relevance. The results also indicate that the work developed in Scratch enabled the students to have a better understanding of concepts, rules and symbols of mathematics. Despite the obvious limitations of this study and the impossibility of generalizing results, the conclusions provide arguments in favour of confirming Scratch as a valid and capable alternative for the promotion of learning, mathematical learning and the development of children with learning difficulties.
@InProceedings{OLIVEIRA2019SCR,
author = {Oliveira, R. and Fonseca, B. and Catarino, P. and Soares, A. A.},
title = {SCRATCH: A STUDY WITH STUDENTS WITH LEARNING DIFFICULTIES},
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.2019.1011},
url = {http://dx.doi.org/10.21125/edulearn.2019.1011},
publisher = {IATED},
location = {Palma, Spain},
month = {1-3 July, 2019},
year = {2019},
pages = {3947-3956}}
TY - CONF
AU - R. Oliveira AU - B. Fonseca AU - P. Catarino AU - A. A. Soares
TI - SCRATCH: A STUDY WITH STUDENTS WITH LEARNING DIFFICULTIES
SN - 978-84-09-12031-4/2340-1117
DO - 10.21125/edulearn.2019.1011
PY - 2019
Y1 - 1-3 July, 2019
CI - Palma, Spain
JO - 11th International Conference on Education and New Learning Technologies
JA - EDULEARN19 Proceedings
SP - 3947
EP - 3956
ER -
R. Oliveira, B. Fonseca, P. Catarino, A. A. Soares (2019) SCRATCH: A STUDY WITH STUDENTS WITH LEARNING DIFFICULTIES, EDULEARN19 Proceedings, pp. 3947-3956.
User:
Pass: