Examination of Projects Prepared by Prospective Secondary School Mathematics Teachers Using Scratch

Abstract

The aim of this study is to examine the projects prepared by prospective secondary school mathematics teachers using Scratch for the learning outcomes in the Mathematics Course Curriculum (Secondary School 5th, 6th, 7th, and 8th grades) in terms of the proficiency level of programming concepts and computational thinking concepts. 73 prospective secondary school mathematics teachers participated in this research in which the case study design was used. Within the scope of the research, prospective teachers prepared Scratch projects related to the 5th, 6th, 7th, and 8th-grade level learning outcomes of the Mathematics Course Curriculum. A total of 292 Scratch projects were examined within the scope of the research. Scratch projects were evaluated through the "Scratch Projects Assessment Rubric" and the "Dr. Scratch Assessment Tool". The result of the research showed that most of the criteria in the "Scratch Projects Assessment Rubric" were provided in more projects than at the beginning as new projects were developed by the prospective teachers at different grade levels every week. Whereas, in the evaluation made with Dr. Scratch, it was seen that as the prospective teachers used the Scratch program, the proficiency level of the projects prepared was increased. With the increase in the experience of prospective teachers using the Scratch program, it is understood that this positive change has emerged.