Scratch and visual block programming in mathematics: perceptions of preservice teachers in Columbia

Abstract

This research evaluates the use of visual block programming-based instruction and its possibilities in mathematics, from the perspective of future teachers. A visual programming environment was employed to introduce pre-service teachers to prepare mathematics activities and programming. The study followed a pre-experimental design with a sample of 65 pre-service teachers. A Wilcoxon test was used to evaluate the gains in the participants’ knowledge of computational concepts and attitudes towards Scratch as a pedagogic tool in mathematics. We analyzed open questions to evaluate the participants’ attitudes concerning programming applications, and their perception of advantages in the implementation of programming in mathematics. Although there is no significant improvement in learning, positive results were obtained for programming in the classroom, with significant improvements in motivation, active learning, fun, and the possibility of learning Cartesian coordinates and other mathematical concepts.