*Result*: Computational problem-solving practices in a Scratch-supported geometry and measurement teaching.

*This study investigates the development of a middle school student's computational problem-solving (CT-PS) practices in the Scratch-supported geometry and measurement problem-solving (PS) process. Synthesizing related literature, we identified a conceptual framework with seven computational problem-solving practices. This study adopted the teaching experiment method to examine the development of computational thinking (CT) skills. The data comes from the third teaching sequence and an interview with a selected student. We analysed video recordings of two lessons, final versions of the student's Scratch project, worksheets, field notes, and interview transcripts. The findings indicated a cyclical process between the CT-PS practices. We will discuss the findings in the context of CT and the co-devolution of CT and mathematical thinking. [ABSTRACT FROM AUTHOR]

Copyright of Congress of the European Society for Research in Mathematics Education is the property of European Society for Research in Mathematics Education (ERME) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)*