Contribution of computational thinking with Scratch to the teaching and learning process of Mathematics

El objetivo de esta tesis es contribuir a la inclusión curricular del Pensamiento Computacional en distintos niveles educativos, desde la Educación Primaria hasta la formación inicial del profesorado. Para ello, se han analizado datos los obtenidos y extraído conclusiones a partir de distintas experiencias cuyo diseño ha permitido trabajar habilidades relacionadas con el Pensamiento Computacional a través de un contexto relacionado con la asignatura de Matemáticas y con la formación inicial del profesorado de Educación Primaria en este ámbito. Esto ha dado la posibilidad de analizar distintos enfoques que han permitido incluir recursos que favorecen el desarrollo del Pensamiento Computacional de manera transversal para abordar contenidos propios de la asignatura de Matemáticas como los procesos de resolución de problemas o distintas estructuras y conceptos de razonamiento. En las distintas experiencias que forman parte de esta investigación se ha empleado fundamentalmente una metodología cuantitativa, si bien en algunos casos los datos se han acompañado de un análisis cualitativo del trabajo realizado por el alumnado y el profesorado participante. En todos los casos se ha realizado una toma de datos con estudios pre-post para poder analizar el impacto de cada planteamiento empírico. En algunas ocasiones, por limitaciones propias de los estudios, no ha sido posible tomar muestras de grupos control y experimental. Pero esta comparativa sí es la predominante ya que permite analizar de manera más completa el impacto que tiene la experiencia de aprendizaje diseñada en cada grupo. Esto nos ha permitido saber si el denominado Pensamiento Computacional se corresponde con un conjunto de habilidades y destrezas adecuadas para ser trabajadas en el ámbito de la educación matemática, facilitando el desarrollo de otras habilidades como el proceso de resolución de problemas. Para llevar a cabo los distintos procesos de evaluación en cada una de las experiencias realizadas, se ha optado por utilizar herramientas de evaluación de diferentes características. Por un lado, se han utilizado herramientas de transferencia de habilidades para analizar la forma en la que se han trabajado distintos contenidos de Matemáticas a través de recursos de Pensamiento Computacional de manera transversal. En otros estudios se han utilizado herramientas de carácter sumativo y aptitudinal para evaluar el conocimiento y grado de adquisición de distintas destrezas de Pensamiento Computacional. Los resultados obtenidos en los distintos estudios realizados en esta tesis apuntan a la efectividad de trabajar contenidos de Matemáticas como la Geometría o los procesos de resolución de problemas de manera transversal utilizando recursos de Pensamiento Computacional. Por otra parte, comprobamos que incluir este tipo de prácticas en la formación inicial del profesorado favorece el desarrollo de habilidades asociadas al Pensamiento Computacional y ofrecen la posibilidad de plantear nuevas experiencias de aprendizaje que promueven el desarrollo de la creatividad y el pensamiento lógico matemático.The aim of this thesis is to contribute to the curricular inclusion of computational thinking in different educational levels, from primary education to initial teacher training. For this purpose, we have designed and analyzed data obtained from different experiences that have allowed to develop skills related to computational thinking through a mathematics context. This has made it possible to analyze different approaches that have made it possible to include resources that encourage the development of computational thinking in a transversal way to address content specific to the subject of mathematics, such as problem-solving processes or different reasoning structures and concepts. In the different experiences that completed this research, a quantitative methodology was used for the most parts, although in many of the cases the data were accompanied by a qualitative analysis of the work carried out by the students and the participating teachers. In all cases, data collection has been conducted with pre-post studies in order to analyze the impact of each empirical approach. In all cases, due to the limitations of the studies themselves, it has not been possible to take samples of control and experimental groups. However, this comparison is the predominant one, since it allows a more complete analysis of the impact of the learning experience designed for each group. This has allowed us to know if the so-called computational thinking corresponds to a set of skills and abilities that are appropriate to be worked on in the field of mathematics education. In order to implement the different evaluation processes in each of the experiences carried out, we have used different types of evaluation tools. On the one hand, skills transfer tools have been used to analyze the way in which different mathematical contents have been worked on through computational thinking resources in a transversal manner. In other studies, a summative and aptitudinal tool have been used to evaluate the knowledge and degree of acquisition of different computational thinking skills. The results obtained in the different studies carried out in this thesis indicate the effectiveness of working on mathematics content, such as geometry or problem-solving processes, in a transversal way using computational thinking resources. On the other hand, we found that including this type of practices in initial teacher training encourages the development of skills associated with computational thinking and the possibility of proposing new learning experiences that favor the development of creativity and mathematical logical thinking

Introduction to Computational Thinking with Scratch for Teacher Training for Spanish Primary School Teachers in Mathematics

In recent years, the inclusion of computational thinking in education has become very important. This is a response to the needs of the evolution of our society and the skills demanded in students to obtain practical and integrated training. For this reason, the educational inclusion of these types of practices, strategies, and skills has been the subject of study in recent years. However, it is equally important to prepare and analyse the initial training of future teachers in this area. This research paper presents an empirical experience in which the degree of development of skills associated with computational thinking in preservice primary teachers is examined. For this purpose, programming practices with Scratch were carried out with a total of 149 students of primary education university degrees as part of their training in mathematics education. An experiment was designed for a control group and an experimental group with initial and final measurements using a validated diagnostic instrument consisting of 30 questions associated with computational concepts and their application: a computational thinking test. The result of the experience is positive, as a more significant improvement was observed in the experimental group, which was also accompanied by the impressions, provided by participants, that point in a positive, useful, and practical direction in terms of the development of this type of educational practice being relevant enough to introduce to the teaching and learning process of mathematics

A systematic review

Purpose: Cognitive instrumental activities of daily living are particularly related to executive functions, such as scheduling appointments, monthly payments, managing the household economy, shopping or taking the bus. The aim of this systematic review was to determine the available tests for the assessment of executive functions with ecological validity to predict individuals’ functioning. Materials and methods: An electronic search was conducted in MEDLINE, Cochrane Central, PsyCInfo and IEEE Xplore until May 2019, in addition to a manual search. The PRISMA criteria and the Covidence platform were used to select articles and extract data. Results: After applying the search selection criteria, 76 studies were identified. They referred to 110 tools to assess instrumental activities of daily living. Those that have received most attention are related to menu preparation and shopping. Performance-based measures are the most widely used traditional methods. Most tests were aimed at the adult population with acquired brain damage, cognitive impairment or dementia. There was a predominance of tests based on the Multiple Errands Test paradigm. Conclusions: In recent years, it has increased the number of tools that assess the instrumental activities of daily living based on technologies such as personal or environmental sensors and serious games

How does neighbourhood socio-economic status affect the interrelationships between functioning dimensions in first episode of psychosis? A network analysis approach

The links between psychosis and socio-economic disadvantage have been widely studied. No previous study has analysed the interrelationships and mutual influences between functioning dimensions in first episode of psychosis (FEP) according to their neighbourhood household income, using a multidimensional and transdiagnostic perspective. 170 patients and 129 controls, participants in an observational study (AGES-CM), comprised the study sample. The WHO Disability Assessment Schedule (WHODAS 2.0) was used to assess functioning, whereas participants' postcodes were used to obtain the average household income for each neighbourhood, collected by the Spanish National Statistics Institute (INE). Network analyses were conducted with the aim of defining the interrelationships between the different dimensions of functioning according to the neighbourhood household income. Our results show that lower neighbourhood socioeconomic level is associated with lower functioning in patients with FEP. Moreover, our findings suggest that “household responsibilities” plays a central role in the disability of patients who live in low-income neighbourhoods, whereas “dealing with strangers” is the most important node in the network of patients who live in high-income neighbourhoods. These results could help to personalize treatments, by allowing the identification of potential functioning areas to be prioritized in the treatment of FEP according to the patient's neighbourhood characteristic

Healthcare workers hospitalized due to COVID-19 have no higher risk of death than general population. Data from the Spanish SEMI-COVID-19 Registry

Aim To determine whether healthcare workers (HCW) hospitalized in Spain due to COVID-19 have a worse prognosis than non-healthcare workers (NHCW). Methods Observational cohort study based on the SEMI-COVID-19 Registry, a nationwide registry that collects sociodemographic, clinical, laboratory, and treatment data on patients hospitalised with COVID-19 in Spain. Patients aged 20-65 years were selected. A multivariate logistic regression model was performed to identify factors associated with mortality. Results As of 22 May 2020, 4393 patients were included, of whom 419 (9.5%) were HCW. Median (interquartile range) age of HCW was 52 (15) years and 62.4% were women. Prevalence of comorbidities and severe radiological findings upon admission were less frequent in HCW. There were no difference in need of respiratory support and admission to intensive care unit, but occurrence of sepsis and in-hospital mortality was lower in HCW (1.7% vs. 3.9%; p = 0.024 and 0.7% vs. 4.8%; p<0.001 respectively). Age, male sex and comorbidity, were independently associated with higher in-hospital mortality and healthcare working with lower mortality (OR 0.211, 95%CI 0.067-0.667, p = 0.008). 30-days survival was higher in HCW (0.968 vs. 0.851 p<0.001). Conclusions Hospitalized COVID-19 HCW had fewer comorbidities and a better prognosis than NHCW. Our results suggest that professional exposure to COVID-19 in HCW does not carry more clinical severity nor mortality

Clonal chromosomal mosaicism and loss of chromosome Y in elderly men increase vulnerability for SARS-CoV-2

The pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, COVID-19) had an estimated overall case fatality ratio of 1.38% (pre-vaccination), being 53% higher in males and increasing exponentially with age. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, we found 133 cases (1.42%) with detectable clonal mosaicism for chromosome alterations (mCA) and 226 males (5.08%) with acquired loss of chromosome Y (LOY). Individuals with clonal mosaic events (mCA and/or LOY) showed a 54% increase in the risk of COVID-19 lethality. LOY is associated with transcriptomic biomarkers of immune dysfunction, pro-coagulation activity and cardiovascular risk. Interferon-induced genes involved in the initial immune response to SARS-CoV-2 are also down-regulated in LOY. Thus, mCA and LOY underlie at least part of the sex-biased severity and mortality of COVID-19 in aging patients. Given its potential therapeutic and prognostic relevance, evaluation of clonal mosaicism should be implemented as biomarker of COVID-19 severity in elderly people. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, individuals with clonal mosaic events (clonal mosaicism for chromosome alterations and/or loss of chromosome Y) showed an increased risk of COVID-19 lethality

Andalucía educativa

Resumen basado en el de la publicaciónEl alumnado del IES Blas Infante de Córdoba ha elaborado una ruta por la ciudad localizando lugares que aparecen en cuadros de Julio Romero de Torres. En cada uno de estos emplazamientos se ha colocado un código QR que da acceso a una escena de realidad virtual, creada con el software educativo CoSpaces Edu, para conocer el cuadro en el que aparece ese lugar y una breve reseña del mismo. Realizado en el marco del programa Vivir y Sentir el Patrimonio, el alumnado ha mostrado un especial interés por la visita final al Museo Julio Romero de Torres, destacando la importancia de haber trabajado previamente los cuadros del autor cordobés de esta manera diferente y atractiva.ES

Computational thinking with scratch: a tool to work on geometry in the fifth grade of Primary Education

To achieve the Fourth Sustainable Development Goal (SDG) of providing quality education and promoting lifelong learning opportunities for all 21st-century students, today it is essential to develop Computational Thinking skills. This article analyses the results obtained in an empirical experience in which Computational Thinking is used with Scratch educational software to address Geometry content in Primary Education. In many cases, this content is repetitive and has little practical application; therefore, using this resource as a learning tool allows us to propose a more dynamic, motivating, and effective approach for students. The experiment was carried out with a total of 66 students in the fifth year of Primary Education from 3 different schools using a non-equivalent control group design with substitute pre-test measures. In order to be able to carry out this work, the teachers involved first received initial training. Subsequently, the students carried out generic activities to familiarise themselves with the educational software and, finally, specific geometry activities. The results obtained show a more positive learning process among those students who worked with Scratch, highlighting the motivating and evidently practical aspect of this resource. These results serve to promote an approach to the teaching of Geometry in elementary education that goes beyond traditional boundaries, embracing student centricity and Computational Thinking as cornerstones. Additionally, the emphasis on Computational Thinking becomes a clarion call for educators to embrace innovative pedagogies that resonate with the evolving needs of 21st-century learners, and it should be considered an important element with a significant role in the Mathematics curriculum framework

La resolución de problemas basada en el método de Polya usando el pensamiento computacional y Scratch con estudiantes de Educación Secundaria

This article consists of an analysis of how the mathematical competence in problem solving, using the Polya’s technique, can be developed using computational thinking with Scratch as a transversal resource, checking how students use Polya’s technique while solving arithmetic problems. To know and internalize learning about this problem-solving heuristic, the student has worked previously this kind of thought process with computational thinking using the educational resource. The work has been put into practice using a mixed methodology, accomplishing a time-series experiment with non-substitutive pretest measures. This information has been completed with a qualitative measurement with the student’s own perception about their learning process during the development of the empirical experience. To carry out the implementation of this experimental design, the students have done a series of tasks designed with Scratch and developing a project to create a videogame based on solving arithmetic problems. The outcomes show positive results using this methodology and a useful implementation of the computational thinking as a transversal resource in Mathematics, not only improving the mathematical competence but also the linguistic. An important improvement is observed in the reading and comprehension of the statement of the problem, essential process to carry out good resolution of a problematic situation faced by a student using a problem-solving technique.La inclusión de la tecnología como recurso educativo supone un nuevo escenario de trabajo en el aula que requiere de un proceso de investigación empírica para valorar su efectividad. El presente trabajo consiste en un análisis de cómo el uso del pensamiento computacional con Scratch permite abordar el desarrollo de la competencia matemática en resolución de problemas, observando la implementación del método de Polya en la resolución de problemas aritméticos. El trabajo se ha desarrollado bajo un modelo metodológico mixto, realizando un estudio de series cronológicas con medidas de pretest sustitutivas. Esta información se ha completado con un análisis cualitativo sobre la percepción del propio alumnado sobre su proceso de aprendizaje. Para llevar a cabo este trabajo, los estudiantes han realizado unas actividades diseñadas con Scratch y un proyecto para crear un videojuego basado en la resolución de problemas aritméticos. Los resultados evidencian una implementación positiva del método y un uso eficaz del recurso empleado mostrando una mejoría en la competencia en resolución de problemas y un mejor desarrollo de la competencia lingüística: se observa una importante mejoría en el proceso de lectura y comprensión del enunciado del problema, proceso fundamental para llevar a cabo la resolución de un problem

Aula abierta

Resumen tomado de la publicaciónLa inclusión de la tecnología como recurso educativo supone un nuevo escenario de trabajo en el aula que requiere de un proceso de investigación empírica para valorar su efectividad. El presente trabajo consiste en un análisis de cómo el uso del pensamiento computacional con Scratch permite abordar el desarrollo de la competencia matemática en resolución de problemas, observando la implementación del método de Polya en la resolución de problemas aritméticos. El trabajo se ha desarrollado bajo un modelo metodológico mixto, realizando un estudio de series cronológicas con medidas de pretest sustitutivas. Esta información se ha completado con un análisis cualitativo sobre la percepción del propio alumnado sobre su proceso de aprendizaje. Para llevar a cabo este trabajo, los estudiantes han realizado unas actividades diseñadas con Scratch y un proyecto para crear un videojuego basado en la resolución de problemas aritméticos. Los resultados evidencian una implementación positiva del método y un uso eficaz del recurso empleado mostrando una mejoría en la competencia en resolución de problemas y un mejor desarrollo de la competencia lingüística: se observa una importante mejoría en el proceso de lectura y comprensión del enunciado del problema, proceso fundamental para llevar a cabo la resolución de un problema.ES