Relations of computational thinking to reasoning ability and creative thinking in young children: Mediating role of arithmetic fluency

Xu, Weiqi; Geng, Fengji; Wang, Lin; Li, Yan

doi:10.1016/j.tsc.2022.101041

Cited by 17 publications

(12 citation statements)

References 69 publications

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“…Although intelligence such as reasoning has close relationship with working memory and process speed (Conway et al, 2003 ; Schubert et al, 2017 ), reasoning, especially nonverbal spatial reasoning, plays an important role in children’s development and learning (Demetriou et al, 2022 ). For example, a study of early school education found children’s reasoning ability significantly relates with computational thinking and arithmetic fluency (Xu et al, 2022 ). Studies found that there is a close relationship between cognitive function and children’s mathematical ability, especially in the preschool stage (Blankson & Blair, 2016 ; Manginas et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Number sense: the mediating effect between nonverbal intelligence and children’s mathematical performance

Zhou

Tan

et al. 2022

Psicol. Refl. Crít.

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The study explored the mediating effect of number sense between nonverbal intelligence and children’s mathematical performance. The sample consisted of 131 pupils in Shaoxing City of China from grades 1, 3, and 5. The students completed measures of nonverbal intelligence, number sense, basic arithmetic ability, mathematical performance, rapid automatized naming, and working memory. Results show that although all variables significantly relate with each other (all p < .01), only nonverbal intelligence, number sense, and basic arithmetic ability significantly affect children’s mathematical performance (all p < .01). According to multiple-mediation model, nonverbal intelligence significantly predicts children’s mathematical performance through number sense and basic arithmetic ability. These findings suggest that domain-specific mathematical skills play a prominent role in children’s mathematical performance in primary school, rather than domain-general cognitive functions. Educators should pay attention to develop children’s number sense in order to improve children’s mathematical ability.

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Section: Discussionmentioning

confidence: 99%

Number sense: the mediating effect between nonverbal intelligence and children’s mathematical performance

Zhou

Tan

et al. 2022

Psicol. Refl. Crít.

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“…Second, summative assessment was conducted to measure the final products of PP. Drawing from the previous relevant literature (Wang et al, 2021;Xu et al, 2022;Zheng et al, 2022), we proposed a three-level summative assessment framework (1 = low, 3 = medium, 5 = high), including two dimensions of problem solving and coding skill Table 1 The process assessment framework of collaborative quality (Meier et al, 2007)…”

Section: Assessment and Clusteringmentioning

confidence: 99%

“…Two requirements of the final task were rated on the completeness dimension, respectively. On the dimension of coding skill, two sub-dimensions (i.e., coding structure, coding complexity) were used to assess whether the student pair could apply the coding skills that they have learned appropriately to solve the task (Wang et al, 2021;Xu et al, 2022). Summative assessment of final programming products was completed by two raters.…”

Section: Rating Rulesmentioning

confidence: 99%

Multimodal learning analytics of collaborative patterns during pair programming in higher education

Ouyang

2023

Int J Educ Technol High Educ

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Pair programming (PP), as a mode of collaborative problem solving (CPS) in computer programming education, asks two students work in a pair to co-construct knowledge and solve problems. Considering the complex multimodality of pair programming caused by students’ discourses, behaviors, and socio-emotions, it is of critical importance to examine their collaborative patterns from a holistic, multimodal, dynamic perspective. But there is a lack of research investigating the collaborative patterns generated by the multimodality. This research applied multimodal learning analytics (MMLA) to collect 19 undergraduate student pairs’ multimodal process and products data to examine different collaborative patterns based on the quantitative, structural, and transitional characteristics. The results revealed four collaborative patterns (i.e., a consensus-achieved pattern, an argumentation-driven pattern, an individual-oriented pattern, and a trial-and-error pattern), associated with different levels of process and summative performances. Theoretical, pedagogical, and analytical implications were provided to guide the future research and practice.

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“…While there is no universally accepted definition of CT, Brennan and Resnick (2012)'s operational definition helps decompose CT into three dimensions: i) the concepts that designers engage with as they program, ii) the practices that they develop as they engage with these concepts, and finally iii) the perspectives that they form regarding the world and themselves. Many researchers have advocated that CT is a competence that is not specific to CS, that all should acquire (Wing, 2006), and that has potential for learning and meta-cognition (Yadav et al, 2022), with recent studies having demonstrated the link between CT and other abilities (Xu et al, 2021(Xu et al, , 2022Li et al, 2021;Tsarava et al, 2022). Therefore, it is not surprising to see an increasing number of countries looking to or presently introducing Computational Thinking (or the closely related Computer Science, or even more broadly Digital Education) in their curricula throughout K-12 (Weintrop et al, 2021;Commission et al, 2022).…”

Section: Introduction and Related Workmentioning

confidence: 99%

competent Computational Thinking Test

El-Hamamsy¹,

Zapata-Cáceres²,

Barroso³

et al. 2022

PsycTESTS Dataset

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The introduction of computing education into curricula worldwide requires multi-year assessments to evaluate the long-term impact on learning. However, no single Computational Thinking (CT) assessment spans primary school, and no group of CT assessments provides a means of transitioning between instruments. This study therefore investigated whether the competent CT test (cCTt) could evaluate learning reliably from grades 3 to 6 (ages 7-11) using data from 2709 students. The psychometric analysis employed Classical Test Theory, normalised z-scoring, Item Response Theory, including Differential Item Functioning and PISA's methodology to establish proficiency levels. The findings indicate that the cCTt is valid, reliable and gender-fair for grades 3-6, although more complex items would be beneficial for grades 5-6. Grade-specific proficiency levels are provided to help tailor interventions, with a normalised scoring system to compare students across and between grades, and help establish transitions between instruments. To improve the utility of CT assessments among researchers, educators and practitioners, the findings emphasise the importance of i) developing and validating gender-fair, grade-specific, instruments aligned with students' cognitive maturation, and providing ii) proficiency levels, and iii) equivalency scales to transition between assessments. To conclude, the study provides insight into the design of longitudinal developmentally appropriate assessments and interventions.

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Relations of computational thinking to reasoning ability and creative thinking in young children: Mediating role of arithmetic fluency

Cited by 17 publications

References 69 publications

Number sense: the mediating effect between nonverbal intelligence and children’s mathematical performance

Number sense: the mediating effect between nonverbal intelligence and children’s mathematical performance

Multimodal learning analytics of collaborative patterns during pair programming in higher education

competent Computational Thinking Test

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