Computational thinking in mathematics education: A systematic review

Subramaniam, Shivaraj; Maat, Siti Mistima; Mahmud, Muhammad Sofwan

doi:10.18844/cjes.v17i6.7494

Cited by 18 publications

(16 citation statements)

References 46 publications

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“…Even so, the use of technology has proven to be very effective in efforts to develop CT (Bell, 2021;Ruthmann et al, 2010;Scott & Barlowe, 2016). The results of the study showed that the learning approach that is widely used in the integration of CT in learning mathematics is programming based learning (Subramaniam, 2022). These results are in line with research findings that showed the same trend, namely in the five countries that the use of a programming approach in integrating CT in mathematics learning.…”

Section: Discussionsupporting

confidence: 79%

Computational Thinking in Mathematics Education Across Five Nations

Suarsana,

Herman,

Nurlaelah

et al. 2024

indonesian j. educ. res. rev.

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Computational Thinking (CT) has been declared as the basic literacy of the 21st century, as well as reading literacy and numeracy literacy. Awareness about the importance of ICT has been responded very well by various countries by including CT in the school curriculum. This study aimed to analyze the comparison of the integration of CT in mathematics education in 5 countries, namely China, Singapore, United Kingdom (UK), Canada and the United States of America (USA). This study used a systematic literature review method that was carried out with the PRISMA protocol. This study started from identifying the process, assessing, and interpreting all available research evidence. The design used is to summarize, review, and analyse 43 articles in the Scopus database that are very relevant to the research object. The results of the study found that, most research on the integration of CT in mathematics education had been conducted in the USA. The type of research conducted in China was dominated by quantitative research while in Canada and it tended to be qualitative. In China, UK, Canada and USA, most of the research was carried out at the Elementary School level, while in Singapore was carried out at the Junior High School level. This result implies valuable insights for policymakers and educators regarding effective strategies for integrating CT in mathematics learning.

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Section: Discussionsupporting

confidence: 79%

Computational Thinking in Mathematics Education Across Five Nations

Suarsana,

Herman,

Nurlaelah

et al. 2024

indonesian j. educ. res. rev.

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“…In addition, it may aid the upcoming mathematics researchers and educators in planning future studies by assisting them in understanding research patterns in this field. This is in line with [45], who emphasized that publishing trends are a crucial signal for identifying a field's development. Furthermore, the stakeholders, non-government, and government parties, such as mathematics educators and experts or curriculum developers, can now understand the necessities of arranging the forum or seminar with hands-on activity dealing with SEM statistical tools, instead of conducting SEM methodological class virtually for upcoming mathematics scholars.…”

Section: Introductionsupporting

confidence: 85%

Examining the Optimal Choice of SEM Statistical Software Packages for Sustainable Mathematics Education: A Systematic Review

2023

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Intending to analyze structural relationships between measured variables and latent constructs, researchers tend to adopt structural equation modeling (SEM) through either “covariance-based SEM” (CB-SEM) or “variance-based SEM” (VB-SEM)/“partial least squares SEM” (PLS-SEM) by using numerous statistical applications. Nevertheless, the reviews on understanding the optimal choice of proprietary statistical software packages in SEM approaches are scarce despite its immense importance in sustaining education. Therefore, a systematic review would be obligated to scrutinize the empirical studies to fill this gap. By employing the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines, a total of 47 publications that met the inclusion criteria were obtained. To extract articles from August 2018 to 2022, Scopus, Web of Science (WoS), and The Education Resources Information Center (ERIC) databases were adopted. The findings imply that six types of proprietary statistical software packages emerged as an optimal choice: Lisrel, Amos, Mplus, SmartPLS, R package (plspm), and WarpPLS. Despite the widespread usage of a variety of statistical applications, SmartPLS and AMOS were rigorously utilized in VB-SEM/PLS-SEM and CB-SEM, respectively. This review is important for practitioners to discover which statistical tools are relevant to use and to identify gaps in order to sustain mathematics education for the future.

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“…Both variables aid the students in their attempts to comprehend and master the subjects presented, particularly mathematics. Subramaniam et al ( 2022 ) explained that the subject of mathematics is often considered to be a difficult and boring subject. This has indirectly reduced the students' motivation and interest in learning mathematics.…”

Section: Discussionmentioning

confidence: 99%

Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review

Hui

Mahmud

2023

Front. Psychol.

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IntroductionGame-based learning (GBL) is one of the modern trends in education in the 21st century. Numerous research studies have been carried out to investigate the influence of teaching on the students' academic attainment. It is crucial to integrate the cognitive and affective domains into teaching and learning strategies. This study aims to review journal articles from 2018 to 2022 concerning the influence of GBL in mathematics T&L on the students' cognitive and affective domains.MethodsA research methodology based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was used for the survey on the basis of the Scopus and Web of Science (WOS) databases wherein 773 articles relating to game-based learning (GBL) in mathematics were discovered. Based on the study topic, study design, study technique, and analysis, only 28 open-access articles were chosen for further evaluation. Two types of cognitive domain and five types of affective domain were identified as related to the implications of GBL on the students' T&L of mathematics.ResultsThe study results show that GBL has positively impacted students when they are learning mathematics. It is comprised of two types of cognitive domain (knowledge and mathematical skills) and five types of affective domain (achievement, attitude, motivation, interest, and engagement). The findings of this study are anticipated to encourage educators in the classrooms more effectively.DiscussionGBL in education is now one of the major learning trends of the 21st century. Since 2019, the number of studies relating to game-based learning has increased. There is an influence on the cognitive and affective domains due to T&L Mathematics utilizing a game-based learning (GBL) approach.

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Computational thinking in mathematics education: A systematic review

Cited by 18 publications

References 46 publications

Computational Thinking in Mathematics Education Across Five Nations

Computational Thinking in Mathematics Education Across Five Nations

Examining the Optimal Choice of SEM Statistical Software Packages for Sustainable Mathematics Education: A Systematic Review

Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review

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