Introduction to Computational Thinking with Scratch for Teacher Training for Spanish Primary School Teachers in Mathematics

1. There is a lack of a broader literature review showing the effectiveness of programming with Scratch on elementary school students' computational thinking skills and developing mathematical thinking with Scratch. The submitted text should be supplemented with a compact review of research in this area to document the legitimacy of promoting the development of computational thinking with Scratch for teacher training for primary school teachers in Mathematics.

We have completed with the paragraph in which we set out the examples in more detail. It starts on page 2 and all the new references have been put in order of appearance at the end of the document. Those that were there before 14-17 are still there but in a different order and with a few more.

2. The abstract states: "This research paper presents an empirical experience in which the degree of development of skills associated with Computational Thinking in preservice primary teachers is examined." Also one of the aims of the paper (O1) was to analyse the degree of development of different computational competences by carrying out a series of practices with Scratch. Unfortunately, the degree of this development was too poorly documented (only a more pronounced improvement in test scores in the experimental group was found). The description of the results lacks a comparison of the results of the control and experimental groups according to the criteria used in the Computational Thinking Test (computing concepts) and an indication of the development of specific computational skills in the experimental group.
A more detailed analysis of the degree of development of skills associated with computational thinking in preservice primary teachers should therefore be made.

We have included a paragraph before table 3, page 9

3. Taking into account the above comments is a prerequisite for the final findings (Discussion and conclusions) to be considered coherent and convincing.

We have also included a paragraph in reference to this in the conclusions

4. It could be considered to make the title of the article more specific to take into account the national context of the presented study and to expand the content of the Introduction by outlining the concept of the learning computational thinking in primary school as part of mathematical education in the country in which the described study was conducted. The local background outlined in this way would help to achieve one of the assumed goals of the work (O3).

We have included the change in the title

We have included a paragraph preceding the explanation of our work with three quotes about similar experiences carried out by researchers in Spain.

General observation:

1. Text is focused on concept of computational thinking and mathematics is merely instrument for following and observing named concept. Authors should or avoid to speak about learning mathematics or add more explanation what they see as key points of learning mathematics and give substantial evidence that support statement that intervention named in paper will contribute to students learning mathematics. Author/'s emphasize problem solving in mathematics teaching but it is only one part of mathematical proficiency in mathematical learning.

We have changed the wording at the end of the summary, on page 3 and after the words "student22" and we have put "in the process of teaching and learning Mathematics" instead of "in the learning of Mathematics".

Specific observation:

2. In Abstract: „presented type of educational practices will improve the learning processes of Mathematics.“  - presented research doesn't support this state

We believe it is changed by what we have put above.

3. “..the teaching of Mathematics, in the new law of education [26] one of the main organizational axes is problem solving, a process which is directly related to Computational Thinking.” – are there any research data and references that show this?

We have slightly reworded the sentence and related to two articles by the same authors and from the same year (Cui & Ng, 2021) and (Ng & Cui, 2021)

4. Description of research intervention with primary school teachers is not clear. Authors states that student learn mathematics by programing in Scratch. Detailed explanation needed

We believe it is changed by what we have put above.

5. “…which allows working with more active methodologies for learning mathematics while addressing different computational concepts [18].” – it is not clear what does it mean “active methodologies for learning mathematics”

We have included “methodologies based on the use of digital devices”

reference [18] – M.Resnick, „Sowing the Seeds for more Creative Society“ doesn't mention anything about “methodologies for learning mathematics”, only present one example of flip coin statistics and probability. Also, reference [18] is only manuscript published by author, not peer reviewed article.

We think that it is not a manuscript by the author, it is a communication presented at a conference, therefore, it has undergone peer review.

CHI '09: Proceedings of the SIGCHI Conference on Human Factors in Computing SystemsApril 2009

6. Although the objectives of the research are clearly set, there is a lack of clearly identified research hypotheses. From the presentation of the research data, it can be concluded that the authors are investigating the impact of students work in Scratch on the improvement of Computational Thinking, but it is not clear or visible whether it was investigated or put in context with the development of any aspect of mathematical knowledge.

We think that the objectives do not refer to the improvement of mathematics learning, only to the inclusion of resources and methodologies in the teaching of mathematics. In any case, experiences have been included that do reinforce that mathematics learning is improved, although in this study we do not focus on this. Perhaps the wording changes included may make this clearer and avoid confusion.