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In this paper, we study computer programming in relationship to the learning of mathematics, particularly processes such as mathematical thinking and problem solving. Computational thinking and programming requires the learner to be immersed and engaged in a continuously changing, problem-solving process. In our research project, we used the graphical program Scratch, which introduces children to the principles of computer programming and computational thinking. The children worked on open problems that they constructed themselves. Interactions between children and teachers during the project were recorded and analysed. Our findings suggests information on the link between the act of computer programming, problem solving and mathematical competencies.
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