Third Grade Pairs’ Numerical Reasoning and Use of Scaffolds in a Programming Game

• In Event: Data Literacy and Technology in Mathematics Education

Abstract

This study examines how two pairs of third graders navigate space on a grid by using
number and movement blocks in a programming game, Coding Awbie. Of particular interest is
how scaffolds embedded in the game supported or constrained their efforts. Each pair played the
game for six, 30-minute sessions. Qualitative analysis revealed some difficulties counting within the rows and columns and both strategic
use of game scaffolds as well as being misled by the scaffolds. Peer suggestions helped mitigate the difficulties of using the scaffolds to some extent.
The findings contribute to a better understanding of how programming games can effectively
serve as instructional tools to enhance children’s mathematical reasoning abilities.

Authors

• Abigail Erskine, Purdue University

• Laura Bofferding, Purdue University