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

LINKING COMPUTATIONAL AND MATHEMATICAL THINKING: AN INSTRUMENTAL GENESIS PERSPECTIVE IN SCRATCH-SUPPORTED LEARNING

Ayşe Nevin Türkoğlu, Hatice Akkoç

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49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinkipp. 1507–1514ISSN 2790-36482026
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Abstract

This study investigates how computational thinking (CT) shapes an elementary student’s instrumented techniques during Scratch-supported mathematical tasks via instrumental genesis (IG) framework. A fourth-grade student participated in task-based interviews using UCL ScratchMaths tasks. Data sources included video recordings of interviews, worksheets, and researcher field notes. Findings indicate that CT regulates emerging instrumented techniques. Analysis revealed variations in work methods, specifically resourceful and Scratch-restricted work methods. Findings also illustrate how CT-oriented tasks bridge CT and mathematical thinking (MT), enabling the construction of interconnected cognitive pathways through digital artefacts.

Keywords

Computational thinkingmathematical thinkinginstrumental genesisScratchwork methods

Recommended citation

Türkoğlu, A. N., & Akkoç, H. (2026). LINKING COMPUTATIONAL AND MATHEMATICAL THINKING: AN INSTRUMENTAL GENESIS PERSPECTIVE IN SCRATCH-SUPPORTED LEARNING. 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. 1507–1514). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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