Designing for learning mathematics through programming: A case study of pupils engaging with place value

We report a case study of how these activities were implemented in two primary classes. Our findings constitute a kind of existence theorem: that with carefully designed and sequenced learning activities and appropriate teacher support, this approach can allow pupils to engage with difficult mathematical ideas in new, meaningful and generalisable ways. We also point to the challenges which emerged through this process in ensuring pupils encounter these mathematical ideas.
Source: International Journal of Child Computer Interaction - Category: Child Development Source Type: research