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Learn maths through code, Tullia Urschitz
This document describes a workshop to teach math concepts to young children through coding activities that don't require computers. Participants are split into groups and play games where one acts as an "executor" moving on a colored surface based on commands from the other "programmers". Commands include moving forward and turning. The games aim to teach concepts like quantity, counting, orientation, and problem solving. Later, children can program virtual characters on ScratchJr to help reinforce the concepts and spark an interest in coding. The activities can be adapted for different age groups and skill levels.
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Learn maths through code, Tullia Urschitz
- 1. WS11 – #ScientixConf 1 LEARN MATH THROUGH CODE (Tullia Urschitz – utullia@gmail.com) Aim of the workshop is to involve participants in an active learning environment that can be useful to stimulate first grades and prescholar children to develop maths and problem solving skills through coding activities that don’t require the use of computer. Using simple “coding” instructions, children will be introduced through several skills and STEM concepts: -‐ quantity -‐ counting -‐ spatial orientation -‐ problem solving -‐ use of specific language -‐ … setting: -‐ open space materials: -‐ “Twister-‐like” surface (it is possible to use the Twister game surface but it is better creating a”Twister-‐like surface” with coloured circle of paper on the ground, setting same colours not in regular rows). contents:
- 2. WS11 – #ScientixConf 2 To introduce young students to a programming language, is first necessary make them practice with a little game, to be sure they understand what is a “procedure”. Blind one volunteer with a scarf: he will be a “submarine”; ask another participant, “the pilot”, to put his hands over “submarine” shoulders and drive it from one point to another fixed one, following the instructions of classmates. As we want to work only with lower level instructions, the only possible commands should be: -‐ “one step ahead” -‐ “turn that side” (meaning by this, turn 90° on the right, but this is something little children cannot understand, so it would be necessary to show them what we mean by “turn that side”) -‐ “turn this side” (meaning by this, turn 90° on the left, but this is something little children cannot understand, so it would be necessary to show them what we mean by “turn this side”) -‐ Of course working with adults is not like working with children so, even if participants can understand the importance of a proper language to reach the target, they cannot completely imagine that working with children is much more creative… After first icebreaking game, is now time to use the “Twister surface” for the “orientation” game. Participants are split in groups of five: one of them is the “esecutor” who moves over the game surface, the other four are the programmers, who have to “compile” the procedure to make the esecutor moving from the start and reach the end, touching at least one time each colour. Commands, as in the previous game, can be only: -‐ “one step ahead” -‐ “turn that side” (meaning by this, turn 90° on the right, but this is something little children cannot understand, so it would be necessary to show them what we mean by “turn that side”) -‐ “turn this side” (meaning by this, turn 90° on the left, but this is something little children cannot understand, so it would be necessary to show them what we mean by “turn this side”) Go digital! Little children love games. To help them becoming “makers” and build their own games, it is possible, after practicing the coding hands-‐on activity on the ground, introduce the use of a simple programming language, like Scratchjr, and ask them to “help the seahorse” to reach “the seafish”
- 3. WS11 – #ScientixConf 3 Going on with the game, every group who have completed this level can go on with next level, in which children can work with amounts (adding and subtracting points) In this step, each time that the “esecutor” touchs a green circle, he earns one point; if he touch a red circle he loses one point. After reaching the end, the team is requested to calculate points. The steps described above can fit with prescholar children and with 1st and 2nd grades. To increase difficulties, for elder students (1 to 3 grades), is possible to introduce “control structures” and prevent the “esecutor” to go on a specific colour If <condition> then <instruction1> else <instruction2> If <red+red> then <green is not allowed> else <choose the colour> Suggestions for implementation: this workshop can also be the starting point for some mathematical activities with Scratch Programming for students in 6th to 8th grade who already use to program with Scratch.