Factors to consider when designing effective learning: Infusing computational thinking in mathematics to support thinking-doing

Sung, Woonhee; Black, John B.

doi:10.1080/15391523.2020.1784066

Cited by 25 publications

(31 citation statements)

References 32 publications

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“…Unfortunately, the features of the rubric used in the peer-to-peer assessment were not described. Other related studies compared how programming via virtual and physical robotic platforms supported CT development in middle school (Berland & Wilensky, 2015) and investigated the roles of bodily engagement and computational perspectives in the learning of CT with a code-and-play application in primary school (Sung & Black, 2020).…”

Section: Resultsmentioning

confidence: 99%

Computational Thinking Through an Empirical Lens: A Systematic Review of Literature

Ezeamuzie

Leung

2021

Journal of Educational Computing Research

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This article provides an overview of the diverse ways in which computational thinking has been operationalised in the literature. Computational thinking has attracted much interest and debatably ranks in importance with the time-honoured literacy skills of reading, writing, and arithmetic. However, learning interventions in this subject have modelled computational thinking differently. We conducted a systematic review of 81 empirical studies to examine the nature, explicitness, and patterns of definitions of computational thinking. Data analysis revealed that most of the reviewed studies operationalised computational thinking as a composite of programming concepts and preferred definitions from assessment-based frameworks. On the other hand, a substantial number of the studies did not establish the meaning of computational thinking when theorising their interventions nor clearly distinguish between computational thinking and programming. Based on these findings, this article proposes a model of computational thinking that focuses on algorithmic solutions supported by programming concepts which advances the conceptual clarity between computational thinking and programming.

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Section: Resultsmentioning

confidence: 99%

Computational Thinking Through an Empirical Lens: A Systematic Review of Literature

Ezeamuzie

Leung

2021

Journal of Educational Computing Research

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“…There were four studies performed in ASEAN countries (Cheng et al, 2017;Fang et al, 2017;Matere et al, 2021;Shorey et al, 2021) and 12 studies conducted in non-ASEAN countries (Çoban & Korkmaz, 2021;Critten et al, 2021;Jeng et al, 2020;Marcelino et al, 2018;Mecca et al, 2021;Menolli & Neto, 2021;Mouza et al, 2017;Quitério Figueiredo, 2017;Relkin et al, 2021;Rich et al, 2021;Sung & Black, 2020;Tucker-Raymond et al, 2021). This systematic review explains various types of teaching methods used in developing CT in mathematics, such as instant communication (IM) teaching method (Cheng et al, 2017), innovative curriculum design relying on an Internet-of-Things (IoT) programming course (Jeng et al, 2020), project-based learning and problem-solving learning method (Menolli & Neto, 2021), BootUp's model teaching method (Rich et al, 2021), technological pedagogical content knowledge (TPACK) educational technology course (Mouza et al, 2017), pre-programming (CS0) course (Quitério Figueiredo, 2017), elearning course employing Moodle as a learning management system (Marcelino et al, 2018), designbased learning (Matere et al, 2021), blending learning flipped class (Fang et al, 2017), physical body movement practice (Sung & Black, 2020), coding as another language (CAL) curriculum (Relkin et al, 2021), guided play activities (Critten et al, 2021), online performance-based assessment (Çoban & Korkmaz, 2021) and procedural programming course (Mecca et al, 2021). This includes delegating responsibility to students, encouraging independent problem-solving among students, co-learning with students, fostering interdependence among students, offering a variety of additional resources…”

Section: Teaching Methodsmentioning

confidence: 99%

“…Students' learning styles and activities, in addition to their learning methods, are connected to their CT abilities. Sung and Black (2020) examined the relationship between the physical body movement exercise of the students as well as their CT abilities. Physical body movement activities are predictors of CT abilities in fourth-grade students in New York, according to the findings.…”

Section: Teaching Methodsmentioning

confidence: 99%

“…Relying on the literature review, researchers discovered that six types of tools were used in developing CT in mathematics education. The tools are teaching method (Cheng et al, 2017;Çoban & Korkmaz, 2021;Critten et al, 2021;Fang et al, 2017;Jeng et al, 2020;Marcelino et al, 2018;Matere et al, 2021;Menolli & Neto, 2021;Mouza et al, 2017;Quitério Figueiredo, 2017;Relkin et al, 2021;Rich et al, 2021;Sung & Black, 2020;Tucker-Raymond et al, 2021;Yildiz Durak, 2020), game-based learning (Agbo et al, 2021;Croff, 2017;Hooshyar et al, 2021;Menolli & Neto, 2021;Ng & Cui, 2021), coding programming (Critten et al, 2021;Deng et al, 2020;Fanchamps et al, 2019;Marcelino et al, 2018;Mecca et al, 2021;Ng & Cui, 2021;Özmutlu et al, 2021;Piedade et al, 2020;Quitério Figueiredo, 2017;Relkin et al, 2021;Rich et al, 2021;Ríos Félix et al, 2020;Shorey et al, 2021;Silva et al, 2021;Sun et al, 2021a;Sung & Black, 2020;Yi Wu & Sheng Su, 2021;Yildiz Durak, 2020), robotic activities (Critten et al, 2021;…”

Section: The Most Populated Tools Used To Develop Ct In Mathematics E...mentioning

confidence: 99%

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Computational thinking in mathematics education: A systematic review

Subramaniam

Maat

Mahmud

2022

CJES

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As a research area, computational thinking (CT) has gotten increased attention in mathematics education in the last decade. A study identifying patterns in CT research would be essential in understanding the technique for developing CT in mathematics and guiding future research attempts. As a result, the goal of this systematic literature review is to look at the learning methods promoting CT in mathematics lessons. The Preferred Reporting Items for Systematic Review and Meta-Analyses standards were utilised to guarantee that this study was done systematically. The result shows that even though there are various types of learning tools that are most commonly used, the coding programming tool and robotic activities tool are the most user-friendly methods for encouraging CT in mathematics education. This literature review is intended to provide educators with a better understanding of learning tools in order to enhance CT, which may help transform education into something more creative and meaningful. Keywords: Computational thinking; education; learning tools; mathematics; systematic review

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“…According to [27] in their research, they have identified that Computational thinking has significant relation for solving problem in Geometrical topic. Their opinion is similar with [28] who have elaborated that pupils have more interest on Mathematics which is relevant to be studied for the learning activity that uses solving problem method in the real context.…”

Section: Problem Statementmentioning

confidence: 99%

The Elements of Computational Thinking in Learning Geometry by Using Augmented Reality Application

Hanid

Said

Yahaya³

et al. 2022

Int. J. Interact. Mob. Technol.

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Augmented Reality (AR) technology has now become a growing trend within the education field. It has the capability to combine both digital and reality world that subsequently leads to the emergence of new possibilities in im-proving the quality of teaching and learning activities. The objective of this research is mainly to analyse the Computational thinking elements in solving Geometry topic after the intervention of AR application. Qualitative data analysis was employed as the research methodology of this study that in-volved interview protocol with 10 pupils enrolled in Form 1 Mathematics class at one of the selected schools in Johor Bahru, Malaysia. Content analy-sis was then administered using the ATLAS.Ti Version 8 software to identify the codes, themes, and meaning conveyed by the pupils’ answers in the Computational thinking test. Based on the interview and Computational thinking assessment show the pupils’ ability to solve Geometrical problems using Computational thinking elements. The researcher found that Computa-tional thinking elements do exist in problem solving pertaining to the topic of Geometry. However, the order of usage of these Computational thinking el-ements differs among the pupils. This leads to the conclusion that pupils who utilise the AR application with Computational thinking successfully solve Geometrical problems through the help of the Geometrical thinking process that comprises the elements of Abstraction, Generalisation, Decomposition, Algorithmic, and Debugging.

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Factors to consider when designing effective learning: Infusing computational thinking in mathematics to support thinking-doing

Cited by 25 publications

References 32 publications

Computational Thinking Through an Empirical Lens: A Systematic Review of Literature

Computational Thinking Through an Empirical Lens: A Systematic Review of Literature

Computational thinking in mathematics education: A systematic review

The Elements of Computational Thinking in Learning Geometry by Using Augmented Reality Application

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