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Article Dans Une Revue Learning and Instruction Année : 2022

Impact of programming on primary mathematics learning

Résumé

The aim of this study is to investigate whether a programming activity might serve as a learning vehicle for mathematics acquisition in grades four and five. For this purpose, the effects of a programming activity, an essential component of computational thinking, were evaluated on learning outcomes of three mathematical notions: Euclidean division (N = 1,880), additive decomposition (N = 1,763) and fractions (N = 644). Classes were randomly assigned to the programming (with Scratch) and control conditions. Multilevel analyses indicate negative effects (effect size range −0.16 to −0.21) of the programming condition for the three mathematical notions. A potential explanation of these results is the difficulties in the transfer of learning from programming to mathematics.programming to mathematics.
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Dates et versions

hal-04181273 , version 1 (15-08-2023)

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Manon Laurent, Rosamaria Crisci, Pascal Bressoux, Hamid Chaachoua, Cécile Nurra, et al.. Impact of programming on primary mathematics learning. Learning and Instruction, 2022, 82, pp.101667. ⟨10.1016/j.learninstruc.2022.101667⟩. ⟨hal-04181273⟩
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