Abstract
Scratch is a tool for initial learning of programming, but also for creating educational and entertainment content, making mathematical and scientific projects, simulating and visualizing experiments. This paper examines the effectiveness of Scratch’s application in mathematics, in the study of basic geometric shapes. The analysis has shown that there is a statistically significant difference in achievement among students who have learned the basics of geometry based on the perception and recognition of geometric shapes on models and bodies and those who have used the programs implemented in Scratch. The results obtained are in a positive correlation with the students’ overall school performance and show that there are no differences in achievement between boys and girls. Scratch is an environment that has allowed mathematics to become more interesting and interesting to students
Highlights
Scratch is a visual programming language, developed primarily for children aged 8 to 16, but is used by people of all ages (Naz et al, 2017)
One group taught the basics of geometry on the basis of spotting and recognizing geometric shapes on models and bodies, and the other using a program implemented in Scratch
The sample of the research consists of 106 students of the thrid grade of elementary school, of which 53 students taught basic geometric forms in a traditional way, and 53 students using the Scratch program
Summary
Scratch is a visual programming language, developed primarily for children aged 8 to 16, but is used by people of all ages (Naz et al, 2017). This simple and interesting programming language makes it easy to understand basic programming principles. By making games and animations, children learn the basics of programming logic, without learning the complicated syntax of standard programming languages. They use visual components that are assembled to blocks (Maloney et al, 2010). Scratch is an extraordinary learning environment, creative thinking and systematic programming conclusions
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