Assessing the Readiness of Pre-Service Mathematics Teachers in Utilizing the Scratch Application: A Case Study at Universiti Teknologi Malaysia

This research-to-practice full paper describes the readiness of pre-service mathematics teachers to incorporate Scratch, a block-based programming application, into mathematics instruction, focusing on their knowledge, skills, and attitudes. Given the rapid technological advancements, leveraging technology in mathematics education is crucial in fostering proficient problem-solving abilities among students. Consequently, computational thinking is recognized as a vital 21st-century competency, a transferable skill for effective problem-solving methods. The study underscores the importance of integrating Scratch, a supportive tool in computational thinking, into mathematics education. However, to integrate this application into mathematics education, pre-service teachers must be prepared to acquire the necessary knowledge and skills and to be ready to accept its use in teaching in the future. The construction of knowledge by pre-service mathematics teachers regarding the Scratch application is examined through the lens of social constructivism, which emphasizes knowledge construction through experience and social interaction. A purposive sample of 60 first- and second-year students participated in an online survey. The sample selection involving two groups aimed to identify significant differences in pre-service teachers' readiness levels across gender, study year, and academic achievement. The findings revealed limited proficiency among pre-service mathematics teachers in utilizing Scratch, particularly regarding its integration into mathematics instruction. Several factors contribute to the deficiency in skills among pre-service mathematics teachers in navigating the Scratch application, including requiring additional time to grasp the programming language employed in the application, challenges in arranging blocks to achieve desired outputs, and struggles in rectifying syntax errors. However, there was a positive attitude towards the application, indicating a strong inclination to enhance their skills. The study also found no significant differences in demographic variables such as gender, study year, or academic achievement, but a slight correlation exists between knowledge, attitudes, and academic achievement. Investigating pre-service teachers' readiness to integrate Scratch into mathematics instruction sheds light into the intersection between mathematics pedagogy and computational thinking. This intersection underscores the importance of integrating programming tools like Scratch into mathematics education to cultivate computational thinking skills. Additionally, the findings contribute to the broader discourse on the role of technology in education and highlight the need for enhanced training and support for pre-service teachers in leveraging technology effectively for instructional purposes.

I. Introduction

Education is a two-way process involving activities of receiving and giving systematic guidance in the learning process through various methods or teaching aids [1]. This process has evolved to reflect progress and demands from various stakeholders. The implementation of technology into the educational system is viewed as a promising way to improve the learning process in a more accessible and entertaining manner [2]. The use of technology has transformed the chalk-talk learning environment into a setting that encourages students' curiosity and exploration without relying exclusively on teacher instruction. Since 1997, Malaysian education has been striving to integrate technology into the educational system. Despite over two decades of continuous efforts, statistics show that 52.7% of schools in Malaysia are below the minimum level in the rating of the school's digitalization level, which corresponds to a moderate level of students' digital competency, particularly in terms of cognitive abilities and technology domain [3].