This contribution has two goals. On one hand, it aims to describe a learning environment in mathematics mobilizing the programming software “Scratch” developed by the MIT. On the other hand, it intends to bring back results as for the effects of this environment on the learners’ skills at elementary school. Empirical studies on Logo emphasize letting the learner progress freely in a micro-world is not sufficient to observe positive effects on the development of his skills (Gurtner, 1991). These studies highlight the role of the teacher is essential in the design of didactic tasks as well as in their supervision. The pedagogical script presented in this article takes this recommendation in count. It is composed of ten learning scripts based on guided problem situations that can be resolved by programming in Scratch. If our analysis reveals learning gains in the fields of greatness, numbers and geometry, the impact of the pedagogical script seems lower for the problem solving skills and for the logical reasoning. Another interesting result is the effect of the script in terms of equity. The mastering level is indeed more homogenous at the end of learning.