Coding to learn Mathematics in 5th grade: Implementation of the ScratchMaths project in Spain

Abstract

This article presents an investigation that has measured the causal impact of the intervention carried out within the framework of the School of Computational Thinking project, launched by the Ministry of Education and Vocational Training of Spain in the 2018-2019 academic year. Specifically, it studies whether it is possible to improve the development of mathematical competence through programming activities in 5th grade of Primary Education. The research design are based on the lessons learned from the ScratchMaths project developed by University College London in the United Kingdom. Two groups of non-equivalent students have been used, the experimental group and the control group, without random assignment, with pre-test and post-test measurement on the mathematical competence variable. More than 3,700 students participated in the investigation. The results show that the students in the experimental group developed this competence to a greater extent than the students in the control group, with a significant and positive impact. Being the intervention effect size d=0.449, it can be stated that the project achieved the intended effect on mathematical competence. The generalization of computational thinking experiences in the curriculum can guarantee the improvement of the quality of the educational processes.