Enseñanza de las Matemáticas a través del Uso de Scratch (Transversalidad STEM)

• Autores: Antonio de la Hoz Ruiz, Raquel Hijón Neira
• Localización: IE Comunicaciones: Revista Iberoamericana de Informática Educativa, ISSN-e 1699-4574, Nº. 36 (Julio-Diciembre), 2022, págs. 14-34
• Idioma: español
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En este artículo se lleva a cabo una revisión sistemática cualitativa para mostrar el estado de la cuestión sobre el uso de Scratch para el aprendizaje de las Matemáticas y describir el impacto que tiene tanto en el rendimiento académico en la enseñanza de las Matemáticas como en la actitud que presentan los alumnos a la hora de afrontar la enseñanza de las Matemáticas.

    Para ello se analizan un total de 112 artículos sobre investigación en la aplicación o uso de Scratch en la enseñanza de la base de datos científicos recogiendo 81 documentos de la Colección Principal de WOS y 31 de la base de datos de SCOPUS y acotando los criterios de búsqueda a los últimos diez años (2012-2021) y centrándonos en las etapas educativas correspondientes a educación primaria y educación secundaria.

    Con el fin de conseguir abarcar las principales características de una revisión sistemática, se seguirán las distintas secuencias propuestas en el protocolo PRISMA.

    Los resultados permiten fundamentar el impacto educativo de lenguajes de programación basados en bloques en la enseñanza de las Matemáticas y muestran los beneficios que presentan programar actividades con Scratch en el campo de la resolución de problemas matemáticos abriendo la puerta a enfoques interdisciplinares entre conceptos computaciones y matemáticos. Adicionalmente, se muestran las limitaciones que deben tenerse en cuenta en futuros estudios para optimizar la integración de Scratch en la enseñanza de Matemáticas.

  • English

    In this article, a systematic qualitative review is carried out to show the status of the issue regarding the use of Scratch for Mathematics learning and to describe the impact it has on academic performance in the teaching of Mathematics as well as on the attitude of students to mathematics at the time of facing the learning process.

    For this purpose, a total of 112 articles on research into the application or use of Scratch in the teaching of the scientific database are analysed, collecting 81 documents from the Main Collection of WOS and 31 from the database of SCOPUS and limiting the search criteria to the last ten years (2012-2021) and focusing on the educational stages corresponding to primary and secondary education.

    In order to cover the main features of a systematic review, the different sequences proposed in the PRISMA protocol will be followed.

    The results allow us to substantiate the educational impact of block-based programming languages in the teaching of Mathematics and show the benefits of programming activities with Scratch in the field of mathematical problem solving, opening the door to interdisciplinary approaches between computational and mathematical concepts. In addition, the limitations to be considered in future studies to optimize the integration of Scratch in Mathematics teaching are shown.

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