Developing Computational Thinking and Mathematical Skills for Analysis and Problem Solving: Learning on Scratch Moodle Platforms

Abstract

This study demonstrates how strengthening mathematical skills enables analysis and resolution of real, everyday-life problems by using the four basic math operations to develop computational thinking. The study participants included 20 third grade students from the Santa María Secondary School (Colegio Santa María), an IED (Departmental Educational Institution) located in Ubate, Cundinamarca, all enrolled in a Scratch and Moodle-based course called Computational Thinking and Mathematical Problem Solving. Data-collection tools included a socio-technological characterization survey, a diagnostic and final exam as well as a course perception survey. The methodology consisted of a combined approach with a sequential exploratory design to collect, analyze and link qualitative and quantitative data consistent with the STEAM model. A comparative analysis of the diagnostic and final exams identified student difficulties in resolving problems using basic operations. Progress in the form of improved scores was detected after the final assessment. This was noted after student presentations showing activities and algorithms developed using Scratch-based programs. Based on the results, the use of a pedagogical Scratch strategy on the Moodle platform significantly improved mathematical skills and computational thinking among third grade students.