ScratchMaths: evaluation report and executive summary

Since 2014, computing has been part of the primary curriculum. ‘Scratch’ is frequently used by schools, and the EEF funded this trial to test whether the platform could be used to improve pupils’ computational thinking skills, and whether this in turn could have a positive impact on Key Stage 2 maths attainment. Good computational thinking skills mean pupils can use problem solving methods that involve expressing problems and their solutions in ways that a computer could execute – for example, recognising patterns. Previous research has shown that pupils with better computational thinking skills do better in maths. The study found a positive impact on computational thinking skills at the end of Year 5 – particularly for pupils who have ever been eligible for free school meals. However, there was no evidence of an impact on Key Stage 2 maths attainment when pupils were tested at the end of Year 6. Many of the schools in the trial did not fully implement ScratchMaths, particularly in Year 6, where teachers expressed concerns about the pressure of Key Stage 2 SATs. But there was no evidence that schools which did implement the programme had better maths results. Schools may be interested in ScratchMaths as an affordable way to cover aspects of the primary computing curriculum in maths lessons without any adverse effect on core maths outcomes. This trial, however, did not provide evidence that ScratchMaths is an effective way to improve maths outcomes

Early Developmental Activities and Computing Proficiency

As countries adopt computing education for all pupils from primary school upwards, there are challenging indicators: significant proportions of students who choose to study computing at universities fail the introductory courses, and the evidence for links between formal education outcomes and success in CS is limited. Yet, as we know, some students succeed without prior computing experience. Why is this? <br/><br/> Some argue for an innate ability, some for motivation, some for the discrepancies between the expectations of instructors and students, and some – simply – for how programming is being taught. All agree that becoming proficient in computing is not easy. Our research takes a novel view on the problem and argues that some of that success is influenced by early childhood experiences outside formal education. <br/><br/> In this study, we analyzed over 1300 responses to a multi-institutional and multi-national survey that we developed. The survey captures enjoyment of early developmental activities such as childhood toys, games and pastimes between the ages 0 — 8 as well as later life experiences with computing. We identify unifying features of the computing experiences in later life, and attempt to link these computing experiences to the childhood activities. <br/><br/> The analysis indicates that computing proficiency should be seen from multiple viewpoints, including both skill-level and confidence. It shows that particular early childhood experiences are linked to parts of computing proficiency, namely those related to confidence with problem solving using computing technology. These are essential building blocks for more complex use. We recognize issues in the experimental design that may prevent our data showing a link between early activities and more complex computing skills, and suggest adjustments. Ultimately, it is hoped that this line of research will feed in to early years and primary education, and thereby improve computing education for all

Creativity and the Brain

Neurocognitive approach to higher cognitive functions that bridges the gap between psychological and neural level of description is introduced. Relevant facts about the brain, working memory and representation of symbols in the brain are summarized. Putative brain processes responsible for problem solving, intuition, skill learning and automatization are described. The role of non-dominant brain hemisphere in solving problems requiring insight is conjectured. Two factors seem to be essential for creativity: imagination constrained by experience, and filtering that selects most interesting solutions. Experiments with paired words association are analyzed in details and evidence for stochastic resonance effects is found. Brain activity in the process of invention of novel words is proposed as the simplest way to understand creativity using experimental and computational means. Perspectives on computational models of creativity are discussed

Forward search, pattern recognition and visualization in expert chess: A reply to Chabris and Hearst (2003)

Chabris and Hearst (2003) produce new data on the question of the respective role of pattern recognition and forward search in expert behaviour. They argue that their data show that search is more important than claimed by Chase and Simon (1973). They also note that the role of mental imagery has been neglected in expertise research and propose that theories of expertise should integrate pattern recognition, search, and mental imagery. In this commentary, I show that their results are not clear-cut and can also be taken as supporting the predominant role of pattern recognition. Previous theories such as the chunking theory (Chase & Simon, 1973) and the template theory (Gobet & Simon, 1996a), as well as a computer model (SEARCH; Gobet, 1997) have already integrated mechanisms of pattern recognition, forward search and mental imagery. Methods for addressing the respective roles of pattern recognition and search are proposed

What Makes a Computation Unconventional?

A coherent mathematical overview of computation and its generalisations is described. This conceptual framework is sufficient to comfortably host a wide range of contemporary thinking on embodied computation and its models.Comment: Based on an invited lecture for the 'Symposium on Natural/Unconventional Computing and Its Philosophical Significance' at the AISB/IACAP World Congress 2012, University of Birmingham, July 2-6, 201

Parameter Expansion and Efficient Inference

This EM review article focuses on parameter expansion, a simple technique introduced in the PX-EM algorithm to make EM converge faster while maintaining its simplicity and stability. The primary objective concerns the connection between parameter expansion and efficient inference. It reviews the statistical interpretation of the PX-EM algorithm, in terms of efficient inference via bias reduction, and further unfolds the PX-EM mystery by looking at PX-EM from different perspectives. In addition, it briefly discusses potential applications of parameter expansion to statistical inference and the broader impact of statistical thinking on understanding and developing other iterative optimization algorithms.Comment: Published in at http://dx.doi.org/10.1214/10-STS348 the Statistical Science (http://www.imstat.org/sts/) by the Institute of Mathematical Statistics (http://www.imstat.org

Prospective K-8 Teachers’ Knowledge of Relational Thinking

The goal of this study was to examine two issues: First, pre-service teachers’ ability and inclination to think relationally prior to instruction about the role relational thinking plays in the K-8 mathematics curriculum. Second, to examine task specific variables possibly associated with pre-service teachers’ inclination to engage in relational thinking. The results revealed that preservice teachers engage in relational thinking about equality, however, their inclination to do so is rather limited. Furthermore, they tend to engage in relational thinking more frequently in the context of arithmetic than algebra-related tasks. Pre-service teachers’ inclination to engage in relational thinking appeared to also relate to the overall task complexity and the use of variables. Implications of these findings for pre-service teacher education are provided