New Perspectives in Science Education

The Spanish education law has included the socio-affective competence in the mathematics curriculum. It is important to establish resources that not only show them what the subject can offer to them in an instrumental, functional and formative way [2], but also help them develop emotionally, both personally and socially. Our objective is to evaluate this competence through a series of unplugged activities that also develop computational thinking skills. To do so, we create a rubric which includes different topics concerning the control of emotions, learning from mistakes, working in groups, being able to communicate the ideas and letting others communicate theirs, as well as other ones [1]. All of these topics come from criteria determined by the law. This is part of a broader investigation in which we try to characterize computational thinking through unplugged tasks in mathematics education and improve the development of socio-affective competence in students.