摘要：AbstractThis research study analyses the students’ competence of self- directed learning introducing in the mathematics curriculum an activity related with computer programming using Scratch. We worked with two groups of pupils; one group is in an earlier stageof Scratch use, while the other one is more advanced. The methodology used is an explanatory mixed method research approach where quantitative and qualitative data complement each other. We used a semantic differential scale questionnaire, (SelfDirected Learning with Scratch Scale) adapted from Teo et al. (2010) to test students’ self-directed learning management and intentionality, and focus groups to retrieve qualitative data.There is a secondary academic goal for this investigation: correctly define and compare self-regulated and self-directed learning concepts adding insights on current literature issues.
