Use of a MOOC and SCRATCH for Learning and Teaching Integer Addition
Abstract
This article presents the results of research on mathematics teaching through the use of a MOOC (Massive Open Online Course), aimed at sixth-grade students from an urban educational institution to learn about integer addition, with computational support in SCRATCH. The main contribution of this study lies in the integration of a MOOC with SCRATCH programming to promote computational thinking and multi-representational understanding of integer addition. Unlike traditional ICT-based approaches, this model combines conceptual learning with algorithmic construction. The schooling process was carried out online and face-to-face. Programming was considered for the development of logical thinking. For the development of this work, a pedagogical design based on socioconstructivism and theories of autonomous, collaborative, and problem-based learning was proposed, in addition to using the Registers of Semiotic Representation. The work was carried out in three stages: the first was the design and creation of the MOOC; the second involved learning activities in which students programmed with SCRATCH; finally, students interacted with the programs they developed themselves to solve integer addition problems. This process revealed didactic contributions to the teacher as they transformed knowledge of integer addition into the SCRATCH programming scheme, thus offering another way of representing this knowledge, thereby increasing their specialized content knowledge. Regarding the students, they acquired other strategies to learn autonomously about integer addition when relating their mathematical knowledge with the computational knowledge they implemented in SCRATCH.
Keywords: MOOC; Integer Addition; Mathematics Education; Computational Thinking; Scratch Programming; ICT in Education; Semiotic Representation.
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