Integrating computational thinking into mathematics education through an unplugged computer science activity

Abstract

Integrating computational thinking (CT) into various disciplines via computer science (CS) methods such as unplugged, block-based, text-based, and physical programming is a trending topic in educational sciences. This study presents a perspective on implementing an unplugged computer science activity to integrate CT into mathematics education. This study aims to examine the integration of CT into mathematics education, its classroom practice, and the opinions of students and pre-service teachers towards the unplugged CS activity. For this purpose, we developed an unplugged CS activity, which includes CT components, computer science and mathematics education achievements. The unplugged CS activity is a problem of transmitting data most efficiently and accurately between transmitter and receiver. The researchers trained twelve pre-service mathematics teachers to implement this activity in realclassroom environments. The pre-service teachers implemented the unplugged CS activity with 80 students in four classes. CT components were considered in the activity design. The students performed data collection, data analysis, decomposition, pattern recognition, algorithm design, and testing and debugging, which are components of CT, during the activity. Middle school students stated that they had enjoyed the activity and that this activity made the mathematics learning process satisfying. They established a relationship between the activity and mathematics education, besides, they needed help connecting it with CS concepts. Pre-service teachers stated that they had challenges in classroom management during the activity. Classroom management should be a part of teacher education in designing and implementing CT-integrated lessons. Courses containing classroom management, CS activity design and implementation should be developed for pre-service teachers based on theory and practice within their discipline.

The Impact of a Computing Curriculum Accessible to Students with ASD on the Development of Computing Artifacts

“…For example, the authors of [19] examined the integration of CT into mathematics education, focusing on classroom practices and gathering opinions from students and preservice teachers regarding unplugged CS activities. Similarly, the authors of [16] provided a framework for social studies teachers regarding the integration of CT into K-12 classrooms.…”

Research trends of computational thinking in mathematics learning: A bibliometric analysis from 2009 to 2023

“…A growing number of studies investigated the implementation of CT in mathematics learning. Previous studies reported their findings on potential ways of integrating CT in mathematics learning, namely through the utilization of block-based programming languages (such as Scratch) (Rodríguez-Martínez et al, 2020;Tan et al, 2021), digital tools and algorithms (Abramovich, 2023), educational computer games (Soboleva et al, 2021), problem-solving modules rooted in CT (Subramaniam et al, 2023), and even through unplugged methods (Mumcu et al, 2023). As an emerging field, studies on CT are anticipated to escalate further, employing more varied approaches, methods, and topics (Chen et al, 2023).…”