Variables in early algebra: exploring didactic potentials in programming activities

Abstract In this paper we consider implications of the current world-wide inclusion computational thinking in relation to children’s development algebraic thinking. Little is known about how newly developed visual programming environments such as Scratch could enhance early algebra learning. The study based on examples activities used by mathematics teachers Sweden, teaching students aged 10–12 years during first two implementing curriculum. Informed Chevallard’s praxeology terms praxis and logos, describe, unpack, discuss expand these activities. Core issues related found three are follows: making implicit variables explicit; using a counter variable; identifying parameters specific type variable. Our findings show that, addition already identified uses algebra, bring new aspects ways treating that could, potentially, students’ understanding generalization, provided embedded an appropriate logos.