Math and Scratch in high school - a logical union?

Is "edutainment" and "gamification" of the Mathematics Curriculum a realistic hope?
Olav Andreas Marschall

I use algorithmic thinking and methods in math classes. Pupils program their own Scratch games. As spin-off, many of these Scratch «games» become «mathematized» and illustrate concepts, operations and patterns from standard math lessons (and math-curriculum). A small selection of such math_Scratch-examples are presented and commented. Demos from trigonometry, geometry, math, n-powers/n-roots, functions and others.
Examples from teaching material («intro to Scratch programming») - presentation and discussion. Constructionist approaches to mathematical education are not without any problems though.
Many young people are very comfortable in their role as consumers. Is it natural for them to act as builders, constructors, creators as well as patient debuggers?
An over-arching question: Can high school math education benefit from an integration with computational and procedural thinking?
Is training in practical programming skills with Scratch an effective way of learning math?

About the author
I am 50 years old and teach mathematics in a senior high school (vocational education) in Northern Norway.
Master in Computer Science specializing on machine learning and artificial intelligence.
My master thesis is about machine composition and listening, integrating music and computer programming (Lisp). Coding experience with Scheme/Lisp, Prolog, CLIPS, Logo, Scratch/Snap!.

Important questions:
• Is it possible to make high-school courses of mathematics more game-oriented?
• Can math-skills be learned in a more constructionist way?
• Is a game still a game when its contents are numbers and formulas?
• How far can math education transcend from its standard blackboard and copycat methods to hands-on experimental playgrounds where pupils/students can explore angles, variables, equations etc using building blocks from Scratch?
• How can we use the Scratch2 (and Snap!+) block «Make a block» to teach variables and modularization in math problems?
• How effective can such approaches become in the context of learning environments and public schools?