Examining the digital problem-solving skills of 6th grade students through coding in out-of-school learning environments

In order to cultivate individuals equipped with 21st-century skills, it is emphasized that learning environments should be diversified and out-of-school activities in mathematics education should be increased. The aim of this study is to examine the digital problem-solving processes of 6th-grade students conducted in out-of-school learning environments and to explore students' views on these processes. The study was conducted with eight students enrolled in schools in the province of Siirt. The research employed a qualitative research design, specifically an explanatory case study approach. The Scratch program was introduced to the students over a period of two weeks, with sessions held three times per week. Subsequently, technology-based problems were provided twice a week for six weeks, and students' digital problem-solving processes were investigated. Data were collected and analyzed through clinical interviews and semi-structured interview forms. The results of the clinical interviews indicated that coding knowledge and academic achievement levels influenced students' digital problem-solving performance; notably, students with an interest in coding demonstrated greater success in the process. According to students' views, the use of Scratch contributed to the understanding of mathematical concepts and fostered a positive attitude toward the subject.