Noss, R., Hoyles, C., Saunders, P., Clark-Wilson, A., Benton, L. and Kalas, I. (under review) Constructionism can work: the story of ScratchMaths. In: Constructionism in Context.
Benton, L., Kalas, I., Saunders, P., Hoyles, C. and Noss, R. (2018) Beyond Jam Sandwiches and Cups of Tea: An Exploration of Primary Pupils’ Algorithm-Evaluation Strategies. Journal of Computer Assisted Learning. 34 (5), pp. 590-601.
Benton, L., Saunders, P., Kalas, I., Hoyles, C., & Noss, R. (2018). Designing for learning mathematics through programming: A case study of pupils engaging with place value. International Journal of Child-Computer Interaction, 16, pp. 68-76.
Kalas, I. and Benton, L. (2018). Defining procedures in early computing education. In: Tomorrow’s Learning: Involving Everyone – Learning with and about technologies and computing, Tatnall, A. and Webb, M. E., (eds). IFIP AICT. Heidelberg, Germany, Springer.
Benton L, Hoyles C, Kalas I, Noss R. Building mathematical knowledge with programming: insights from the ScratchMaths project. Constructionism, Bangkok, Thailand, 02 Feb 2016 - 05 Feb 2016. 02 Feb 2016 (Conference proceeding)
Benton, L, Hoyles, C, Kalas, I and Noss, R. (2017). Bridging Primary Programming and Mathematics: some findings of design research in England. Digital Experiences in Mathematics Education, pp. 1-24.
Available January 2019.
Background research (for reference)
Roschelle J., Vahey, P., Hoyles C., & Noss R. (2013) Better: Evidence-based Education 6,1,14-15.
Noss, R. & Clayson J. (2015) Reconstructing Constructionism. Constructivist Foundations 10(3), pp.285-8.
Roschelle, J., Noss, R., Blikstein, P., & Jackiw, N. (2016). Technology for learning mathematics. In J. Cai (Ed.), Compendium for Research in Mathematics Education. Reston, VA: National Council of Teachers of Mathematics.