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<p>This mixed-method study investigates how the visual programming environment <i>Scratch</i> may support the integration of programming and early algebra by facilitating children's algebraic thinking (AT). Drawing on a constructionism perspective, the study explores the process of AT reconstruction by examining students’ programming behaviour. A total of 127 Chinese primary school students participated in <i>Scratch</i> programming activities specifically designed for algebraic learning. Data sources included pre- and post-tests of AT levels, screen recordings of programming processes, and interview transcripts. Through coding the programming process video, combined with Lag sequential analysis and cluster analysis of algebra-related programming behaviours, four programming behaviour patterns were identified: Null Pattern, Substitutional Pattern, Modified Pattern, and Refined Pattern. The AT assessments corresponding to the four programming behaviour patterns were analysed using the Kruskal–Wallis H test and Paired t-tests. The results revealed a bidirectional interaction between AT and programming, and confirmed the role of programming engagement in enhancing AT. The corresponding AT reconstruction processes were analysed in detail through qualitative analyses of students' responses to the AT pre-test and post-test, as well as their programming processes. Findings suggest that visual programming facilitated multiple forms of AT reconstruction, as indicated by distinct behavioural patterns, and also enabled conceptual development that surpassed what students' behaviour revealed.</p>

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Integrate Visual Programming into Early Algebra Learning: Analysis of Reconstruction of Algebraic Thinking

  • 期刊论文

  • 发表日期：

    2025年9月6日

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  • Yue Wang,
  • Guan-Wen Zhang,
  • Guang-Xin Wang

摘要

This mixed-method study investigates how the visual programming environment Scratch may support the integration of programming and early algebra by facilitating children's algebraic thinking (AT). Drawing on a constructionism perspective, the study explores the process of AT reconstruction by examining students’ programming behaviour. A total of 127 Chinese primary school students participated in Scratch programming activities specifically designed for algebraic learning. Data sources included pre- and post-tests of AT levels, screen recordings of programming processes, and interview transcripts. Through coding the programming process video, combined with Lag sequential analysis and cluster analysis of algebra-related programming behaviours, four programming behaviour patterns were identified: Null Pattern, Substitutional Pattern, Modified Pattern, and Refined Pattern. The AT assessments corresponding to the four programming behaviour patterns were analysed using the Kruskal–Wallis H test and Paired t-tests. The results revealed a bidirectional interaction between AT and programming, and confirmed the role of programming engagement in enhancing AT. The corresponding AT reconstruction processes were analysed in detail through qualitative analyses of students' responses to the AT pre-test and post-test, as well as their programming processes. Findings suggest that visual programming facilitated multiple forms of AT reconstruction, as indicated by distinct behavioural patterns, and also enabled conceptual development that surpassed what students' behaviour revealed.