title: Using scratch to facilitate mathematical thinking

authors: Calder, Nigel Stuart

abstract: This article reports on a research project that examined the ways that 10-year-old students, who were using Scratch for coding, engaged with mathematical ideas. Interactive software is emerging that has cross-curricula implications and facilitates thinking in rich, problem-solving environments. Scratch, a free-to-use graphical programming environment provides opportunities for creative problem solving. When students process mathematics through digital technologies, the digital pedagogical media influences the learning process and students’ understanding emerges in distinctive ways. The children used Scratch to create mathematical digital learning objects, including games. An interpretive approach was undertaken, with the data collected over a two-week research period. The students wrote daily blogs articulating their progress and reflections. Students and the teacher were interviewed, and classroom observations (both written and photographic) were recorded. The findings suggest that mathematical thinking, including geometry and problem-solving processes, was facilitated through this process. Together, these findings indicate that teachers should not only use Scratch in primary school classroom programmes to develop coding skills but also be aware of its potential to facilitate thinking in other related areas.

text: Using scratch to facilitate mathematical thinking This article reports on a research project that examined the ways that 10-year-old students, who were using Scratch for coding, engaged with mathematical ideas. Interactive software is emerging that has cross-curricula implications and facilitates thinking in rich, problem-solving environments. Scratch, a free-to-use graphical programming environment provides opportunities for creative problem solving. When students process mathematics through digital technologies, the digital pedagogical media influences the learning process and students’ understanding emerges in distinctive ways. The children used Scratch to create mathematical digital learning objects, including games. An interpretive approach was undertaken, with the data collected over a two-week research period. The students wrote daily blogs articulating their progress and reflections. Students and the teacher were interviewed, and classroom observations (both written and photographic) were recorded. The findings suggest that mathematical thinking, including geometry and problem-solving processes, was facilitated through this process. Together, these findings indicate that teachers should not only use Scratch in primary school classroom programmes to develop coding skills but also be aware of its potential to facilitate thinking in other related areas.

year: 2018

title: Authentic student inquiry: the mismatch between the intended curriculum and the student-experienced curriculum

authors: Hume, Anne Christine

subjects: inquiry-based learning

abstract: As a means of achieving scientific literacy goals in society, the last two decades have witnessed international science curriculum redevelopment that increasingly advocates a 'new look' inquiry-based approach to learning. This paper reports on the nature of the student-experienced curriculum where secondary school students are learning under a national curriculum that is intent on promoting students' knowledge and capabilities in authentic scientific inquiry, that is, inquiry that properly reflects that practiced by members of scientific communities. Using a multiple case study approach, this study found that layers of curriculum interpretation from several 'sites of influence' both outside and inside of the schools have a strong bearing on the curriculum enacted by teachers and actually experienced by the students, and runs counter to the aims of the national curriculum policy. Over-emphasis on fair testing limits students' exposure to the full range of methods that scientists use in practice, and standards-based assessment using planning templates, exemplar assessment schedules and restricted opportunities for full investigations in different contexts tends to reduce student learning about experimental design to an exercise in 'following the rules'. These classroom realities have implications for students' understanding of the nature of authentic scientific inquiry and support claims that school science is still far removed from real science.

text: Authentic student inquiry: the mismatch between the intended curriculum and the student-experienced curriculum As a means of achieving scientific literacy goals in society, the last two decades have witnessed international science curriculum redevelopment that increasingly advocates a 'new look' inquiry-based approach to learning. This paper reports on the nature of the student-experienced curriculum where secondary school students are learning under a national curriculum that is intent on promoting students' knowledge and capabilities in authentic scientific inquiry, that is, inquiry that properly reflects that practiced by members of scientific communities. Using a multiple case study approach, this study found that layers of curriculum interpretation from several 'sites of influence' both outside and inside of the schools have a strong bearing on the curriculum enacted by teachers and actually experienced by the students, and runs counter to the aims of the national curriculum policy. Over-emphasis on fair testing limits students' exposure to the full range of methods that scientists use in practice, and standards-based assessment using planning templates, exemplar assessment schedules and restricted opportunities for full investigations in different contexts tends to reduce student learning about experimental design to an exercise in 'following the rules'. These classroom realities have implications for students' understanding of the nature of authentic scientific inquiry and support claims that school science is still far removed from real science.

year: 2010

title: Character-less programming II: the spreadsheet

authors: Barbour, Robert H.

subjects: computer science

abstract: The spreadsheet is a commonly used, yet under-researched, application tool. Hendry and Green (1994) report fewer than ten entries about spreadsheets in the HCI community literature between 1984 and 1991. The 1993 Human Computer Interaction Proceedings of a Conference on Applications and Case Studies does not list the word 'spreadsheet' in the index whereas databases and wordprocessor are both referenced. The current situation in 1996 is not significantly different. For Polytechnic and University communities, many of whom are involved in teaching about application software, this situation means that the widespread teaching of the tool is simply not being reported in the research literature. The unanswered but researchable question raised in the Hendry and Green (1994) indicate the breadth of the field. Following a summary of these questions, the even more neglected issue of providing culturally appropriate spreadsheet software is raised. A set of constructs for thinking about multicultural software is presented. A model of a procedure for generating an elementary spreadsheet is provided, exemplified and demonstrated for the Maori Language in New Zealand.

text: Character-less programming II: the spreadsheet The spreadsheet is a commonly used, yet under-researched, application tool. Hendry and Green (1994) report fewer than ten entries about spreadsheets in the HCI community literature between 1984 and 1991. The 1993 Human Computer Interaction Proceedings of a Conference on Applications and Case Studies does not list the word 'spreadsheet' in the index whereas databases and wordprocessor are both referenced. The current situation in 1996 is not significantly different. For Polytechnic and University communities, many of whom are involved in teaching about application software, this situation means that the widespread teaching of the tool is simply not being reported in the research literature. The unanswered but researchable question raised in the Hendry and Green (1994) indicate the breadth of the field. Following a summary of these questions, the even more neglected issue of providing culturally appropriate spreadsheet software is raised. A set of constructs for thinking about multicultural software is presented. A model of a procedure for generating an elementary spreadsheet is provided, exemplified and demonstrated for the Maori Language in New Zealand.

year: 1995-11