A Systematic Literature Review on relationships between Computational Thinking and Mathematics

Abstract

INTRODUCTION:A better understanding of the relationships between Computational Thinking and disciplines already present in the school curriculum may help the identification of possible educational benefits. This is particularly relevant in the case of Mathematics, which is a subject that constitutes itself as a hurdle to students in many Latin-American countries. OBJECTIVE: Identify and analyze didactic activities related to Computational Thinking and Mathematics reported in the literature regarding the target public, developed skills and contents, as well as research methods used to identify learning outcomes. METHODS: A Systematic Literature Review (SLR) was conducted, including studies published between 2006 and 2015 that included a description of didactic activities that developed Computational Thinking together with skills or contents related to Mathematics as well as an evaluation of learning outcomes. RESULTS: 59 studies were included in the revision. A wide variety of mathematical topics is being developed, with some emphasis on Algebra, Calculus and also higher-order thinking skills. Still 32.2% of included studies only present informal or anecdotal evidences of learning. CONCLUSION: In the last two years of the revision there was an increase in the number of activities focused on basic educational levels. Even though recently more rigorous methodological procedures were used to evaluate learning effects, still half of the studies with formal evaluation of learning outcomes use a single data source. Also, there are few studies focused on Math modelling and teacher training. RESUMO INTRODUÇÃO: Uma melhor compreensão das relações entre o Pensamento Computacional e disciplinas já presentes no currículo da educação básica pode contribuir para a identificação de possíveis benefícios educacionais. Isso é particularmente relevante no caso da Matemática, que é uma disciplina que se constitui como um obstáculo para muitos estudantes em países latino-americanos. OBJETIVO: Identificar e analisar atividades didáticas relacionadas ao Pensamento Computacional e à Matemática, reportadas na literatura, em relação ao seu públicoalvo, competências e conteúdos desenvolvidos, e métodos de pesquisa utilizados para identificar resultados de aprendizagem. MÉTODO: Uma Revisão Sistemática da Literatura (RSL) foi realizada, incluindo estudos publicados entre 2006 e 2015 que incluíram uma descrição de atividades didáticas que desenvolveram o PensamentoComputacional conjuntamente com habilidades ou conteúdos matemáticos, bem como uma avaliação da aprendizagem. RESULTADOS: 59 estudos foram incluídos na revisão. Vários tópicos matemáticos são desenvolvidos, com predominância da Álgebra, Cálculo e habilidades cognitivas de alto nível. Ainda, 32,2% dos estudos apresentam apenas evidências informais ou episódicas da aprendizagem. CONCLUSÃO: Nos últimos dois anos da revisão verifica-se um aumento do desenvolvimento de experiências na educação básica e um maior rigor metodológico na avaliação dos efeitos de aprendizagem. Por outro lado, c...

Differences in Students’ Computational Thinking Activities when Designing an Algorithm for Drawing Plane Figures

“…Many studies on CT in mathematics education focus on the content of geometry (Barcelos et al, 2018). This study also showed that there is potential to stimulate CT in this topic.…”

“…The term CT is closely related to the notion of problem solving (Selby & Woollard, 2013), where CT is primarily concerned with activities such as abstraction and decomposition to solve problems (Barcelos et al, 2018;Wing, 2006). In problem solving in mathematics, Polya (2004) writes that abstraction and problem decomposition are crucial for successful problem solving.…”

“…There would also be potential here to address concepts such as incrementality and control structures such as loops and branches, when recurring patterns are recognized and used. Additionally, Barcelos et al (2018) show in their review study that almost 50% of the articles considered therein deal thematically with plane geometry. Most articles try to comparatively analyze "the competencies, skills and contents that are present in curricula guidelines of math and computation fields" (Barcelos et al, 2018, p. 831).…”

“…The prevalence of digital systems in our society underscores the need for the skill of computational thinking (CT). Scholars have consistently highlighted its importance (see reviews by Barcelos et al, 2018;Hickmott et al, 2018;Kalelioğlu et al, 2016;Selby & Woollard, 2013;Wang et al, 2022) for individuals to navigate the digitized world competently. Wing (2006) even elevates the status of CT to that of fundamental skills like reading, writing, and arithmetic, emphasizing its relevance to all people.…”

The Effects of Computational Thinking Integration in STEM on Students’ Learning Performance in K-12 Education: A Meta-analysis

“…While many systematic reviews have been conducted on CT, very few systematic reviews have focused specifically on CT integration in STEM learning. Barcelos et al (2018) reviewed studies about learning mathematics through CT activities, finding CT has been implemented with diverse populations of students including elementary, middle, high school, undergraduate, graduate students, and teachers, and a variety of math skills and content was integrated with CT activities, including Euclidean geometry, algebra, arithmetic, math modeling, calculus, etc.…”