This study investigates the effect of 5E learning model enriched with coding (5EC), gender and their interaction on 4th grade students' mathematics achievements and permanence of their learning. It also examines the effect of the 5EC on participants' attitudes towards mathematics. The study group consists of 119 students. Mathematics achievement test and mathematics attitude scale were used as measuring tools. Experimental group was treated with the 5EC and the control group was instructed with traditional instruction. MANCOVA results showed that the 5EC had a statistically significant effect on the collective dependent variables of the mathematics achievement post-test and mathematics retention test scores. ANCOVA results indicated that although the effect of the 5EC on mathematics achievement post-test scores is significant, it was found as insignificant on mathematics retention test scores. t-test analysis showed that a significant difference was found between students' post-attitude scores on behalf of the experimental group.