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. In this sense, this article presents a Systematic Literature Review (SLR) that includes studies published between 2006 and 2014. The 48 included studies describe and evaluate didactic activities that develop Computational Thinking together with skills or contents related to Math. A wide variety of mathematical topics is being developed, with some emphasis on Algebra, Calculus and also higher-order thinking skills. In the last two years there was an increase in the number of activities focused on basic educational levels. Also, more rigorous methodological procedures have been used to evaluate learning effects. On the other hand, there are few studies focused on Math modelling and teacher training.
Resumo. 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. Dessa forma, este artigo apresenta uma Revisão Sistemática da Literatura (RSL), incluindo 48 estudos publicados em língua inglesa entre 2006 e 2014 que apresentam atividades didáticas desenvolvendo o PensamentoComputacional e competências, habilidades ou conteúdos da Matemática. Vários tópicos matemáticos são desenvolvidos, com predominância da Álgebra, Cálculo e habilidades cognitivas de alto nível. Verifica-se ainda, nos últimos dois anos, um aumento do desenvolvimento de experiências na educação básica e um maior rigor metodológico na avaliação dos efeitos de aprendizagem. Por outro lado, há uma carência de estudos relacionados à Modelagem Matemática e à formação de professores.
The pervasiveness of computer devices in everyday situations poses a fundamental question about Computer Sciences as being part of those known as basic sciences. However, it would be more beneficial not to consider computation only as a technique, but instead as a way of reasoning and problem solving. Under this perspective, there are inherent relationships among the knowledge, skills and attitudes that emanate from this field and those ones commonly related to Math. This paper discusses the relationship between the so-named Computational Thinking and the foundations of Math Education, based on a literature review. Three groups of skills that can be jointly developed by both areas are identified and some challenges and implications for education inComputer Sciences are discussed.
Flow Theory has been increasingly applied to Computers and Education to address several topics within this field (e.g., motivation, engagement, learning performance and so on). At the same time, in comparison with other recent theories related to Computers and Education, (e.g., Self-Determination Theory, S-Curve Theory, Intrinsic motivation, etc.), is a young topic, with different open research questions. Additionally, the Computers and Education community still lacks a comprehensive understanding of how Flow Theory is used in the area. Thus, this paper presents a Systematic Literature Review aiming to identify how students' flow state are measured during learning activities, how such activities are designed, which are the flow models used in Computers and Education and which are the main benefits of being in the flow state for the students. The main findings of this work are: (1) there is positive evidence about the benefits of applying Flow Theory in Computers and Education, especially, for increasing students’ learning, to generate students’ satisfaction, and to enable exploratory behavior; (2) the majority of studies use questionnaires to manual identify students’ flow state; (3) a great diversity of flow state scales have been used; (4) the majority of studies are not designing activities for leading students to the flow state, and (5) the Csikszentmihalyi’ flow model is more used. Finally, we conclude this work by showing some promising and interesting research opportunities that are underexplored in current research and practice.
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