International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Debugging as a Learning Process in Early Algebra: Insights from Scratch Tasks

Nisa Efe, Emel Özdemir Erdoğan

ANADOLU UNIVERSITY

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 387–394ISSN 2790-36482026
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Abstract

This study examines how debugging in Scratch-based algorithmic tasks supports the emergence of early algebraic thinking. Data from a three-phase teaching experiment with 15 students (aged 10-11) were analysed to identify error types and students’ error- noticing and reorganization processes. Errors were categorized as syntactic, semantic, or logical and examined in relation to structural, semantic, and relational dimensions of algebraic thinking. The findings indicate that students primarily noticed errors through mismatches between expected and produced outputs, and that debugging made key aspects of early algebraic thinking visible.

Keywords

DebuggingEarly AlgebraAlgorithmsScratch

Recommended citation

Efe, N., & Özdemir Erdoğan, E. (2026). Debugging as a Learning Process in Early Algebra: Insights from Scratch Tasks. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 387–394). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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