Abstract
Abstract This paper considers the role of school programming using the BOXER environment. It gives details of a two‐year research project in which a group of primary school children (aged 9 ‐ 11) developed their understanding of number through programming in BOXER. It argues that such programming should be regarded as a new form of literacy and as such, developed in concert with subject knowledge, and evaluated over the whole of schooling.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
