Tools and Approaches for Integrating Computational Thinking and Mathematics: A Scoping Review of Current Empirical Studies

Abstract

The importance of computational thinking (CT) as a 21st-century skill for future generations has been a key consideration in the reforms of many national and regional educational systems. Much attention has been paid to integrating CT into the traditional subject classrooms. This paper describes a scoping review of learning tools for integrating CT and mathematics in current empirical studies published from 2015 to 2021. The review showed that most of the studies implemented CT-intensive Math-connected integration. Five major types of CT tools had been identified, i.e., digital tangibles, apps and games, programming languages, formative or summative assessments, and other technological tools. In many instances, the tools also provide functions of assessment of CT skills. The most assessed CT competencies were including algorithms and algorithmic thinking, abstraction, testing and debugging, loops, and sequences. Geometry and Measurement was the most assessed mathematics topic. Our scoping review is beneficial in the investigation of the literature on CT and mathematics education, as well as guides those who are interested in developing curriculum, programs, or assessments that involve the integration of CT and mathematics.

Implementation of Computational Thinking Activities in Teaching and Learning of Mathematics Primary Schools

“…Implementing computational thinking activities in mathematics is essential for developing cross-disciplinary skills. Computational thinking is not limited to computer science but is a skill set that can be applied across various subjects (Chan et al, 2023). Pupils benefit from computational thinking activities in mathematics to prepare for potential careers in STEM fields, equipping them with problem-solving skills and logical reasoning abilities.…”

Tren penelitian kemampuan pemecahan masalah pada pendidikan matematika: Analisis bibliometrik

“…Integrasi kedua aspek ini memberikan kerangka kerja inovatif untuk melibatkan siswa dalam eksplorasi konsep matematika melalui pemikiran komputasional dan pengembangan program. Dengan demikian, kluster ini menegaskan bahwa memasukkan Computational Thinking dan Programming ke dalam pembelajaran matematika dapat memperkaya pengalaman siswa (Chan et al, 2023;Cui & Ng, 2021;Rodríguez-Martínez et al, 2020). Sehingga hal ini membantu mereka mengembangkan keterampilan pemecahan masalah yang esensial dalam era digital saat ini.…”

Advancing Computational Thinking in Mathematics Education: a Systematic Review of Indonesian Research Landscape

“…Amidst the rapid surge of technological advancement, there exists an imperative to ensure that the integration of CT not only aligns with global trends but also remains contextually pertinent (Yadav et al, 2017). A comprehensive analysis concerning the evolution and research contributions of CT within the realm of mathematics education becomes profoundly essential (Chan et al, 2023;Ye et al, 2023). Gaining a profound understanding of how CT evolves within Indonesia's research landscape will provide invaluable guidance in shaping practical approaches to mathematical instruction.…”

“…At present, many systematic literature reviews (SLR) have been conducted on research about CT. These studies encompass diverse areas, including the integration of CT in mathematics instruction (Barcelos et al, 2018;Chan et al, 2023;Irawan & Herman, 2023;Isharyadi & Juandi, 2023;Khoo et al, 2022;Subramaniam et al, 2022;Ye et al, 2023), CT integration through programming (Agbo et al, 2019;Fagerlund et al, 2021; Y. I. Maharani et al, 2023;Montiel & Gomez-Zermeño, 2021;Tikva & Tambouris, 2021;Zhang & Nouri, 2019), CT integration in STEM (science, technology, engineering, and mathematics) education (Braun & Huwer, 2022;I.…”