Cultivating mathematical thinking with Scratch, or approaching programming via geometry?

Abstract

The 21st, century learning skills constitute a necessity in our rapidly changing times. Student activation and their occupation with constructions which have a meaning for them, and which they can share out, contribute to the development of critical thinking. The exploitation of programming and the use of code, help in the understanding of mathematical concepts and the cultivation of mathematical thinking through the process of trial, in addition to the correction of errors of the code, through visualization. Distance learning, synchronous and asynchronous, combined with experiential learning, contribute to the co-construction of knowledge. This paper presents how the SCRATCH application was used in teaching of geometry in primary education in the context of blended learning.