Examining primary students’ mathematical problem-solving in a programming context: towards computationally enhanced mathematics education

Computational thinking in mathematics education: A systematic review

“…This systematic review explains various types of teaching methods used in developing CT in mathematics, such as instant communication (IM) teaching method (Cheng et al, 2017), innovative curriculum design relying on an Internet-of-Things (IoT) programming course (Jeng et al, 2020), project-based learning and problem-solving learning method (Menolli & Neto, 2021), BootUp's model teaching method (Rich et al, 2021), technological pedagogical content knowledge (TPACK) educational technology course (Mouza et al, 2017), pre-programming (CS0) course (Quitério Figueiredo, 2017), elearning course employing Moodle as a learning management system (Marcelino et al, 2018), designbased learning (Matere et al, 2021), blending learning flipped class (Fang et al, 2017), physical body movement practice (Sung & Black, 2020), coding as another language (CAL) curriculum (Relkin et al, 2021), guided play activities (Critten et al, 2021), online performance-based assessment (Çoban & Korkmaz, 2021) and procedural programming course (Mecca et al, 2021). This includes delegating responsibility to students, encouraging independent problem-solving among students, co-learning with students, fostering interdependence among students, offering a variety of additional resources (Tucker-Raymond et al, 2021) and digital making (DM) summer camp (Ng & Cui, 2021).…”

“…A short-term course or camp can modify not only the curriculum, but also the abilities of participants. Ng and Cui (2021) demonstrated this by introducing the DM summer camp to help students improve CT abilities.…”

“…Relying on the literature review, researchers discovered that six types of tools were used in developing CT in mathematics education. The tools are teaching method (Cheng et al, 2017;Çoban & Korkmaz, 2021;Critten et al, 2021;Fang et al, 2017;Jeng et al, 2020;Marcelino et al, 2018;Matere et al, 2021;Menolli & Neto, 2021;Mouza et al, 2017;Quitério Figueiredo, 2017;Relkin et al, 2021;Rich et al, 2021;Sung & Black, 2020;Tucker-Raymond et al, 2021;Yildiz Durak, 2020), game-based learning (Agbo et al, 2021;Croff, 2017;Hooshyar et al, 2021;Menolli & Neto, 2021;Ng & Cui, 2021), coding programming (Critten et al, 2021;Deng et al, 2020;Fanchamps et al, 2019;Marcelino et al, 2018;Mecca et al, 2021;Ng & Cui, 2021;Özmutlu et al, 2021;Piedade et al, 2020;Quitério Figueiredo, 2017;Relkin et al, 2021;Rich et al, 2021;Ríos Félix et al, 2020;Shorey et al, 2021;Silva et al, 2021;Sun et al, 2021a;Sung & Black, 2020;Yi Wu & Sheng Su, 2021;Yildiz Durak, 2020), robotic activities (Critten et al, 2021;…”

The transfer effects of computational thinking: A systematic review with meta‐analysis and qualitative synthesis

“…In our analysis, we identified four main subject areas in the 55 studies ( Cui, 2020;Psycharis & Kallia, 2017;Shumway et al, 2021;Wang et al, 2022), concepts (Cui & Ng, 2021;Rodríguez-Martínez et al, 2020;Sáez-L opez et al, 2019), habits of mind (Pei et al, 2018), and specific thinking skills (Barr on-Estrada et al, 2022;Città et al, 2019;Kim et al, 2021;Lockwood, 2022;Lockwood & De Chenne, 2020;Nogueira et al, 2022;Palmér, 2017;Sung & Black, 2020).…”

“…In the interventions that activated students' existing knowledge, as reported in 12 studies, some helped students identify this knowledge (e.g., Bortz et al, 2020;Città et al, 2019;Lockwood, 2022;Lockwood & De Chenne, 2020) and others offered guided reflection before introducing new content (e.g., Barr on-Estrada et al, 2022;Peel & Friedrichsen, 2018;Petrie, 2021;Sengupta et al, 2013;Sung & Black, 2020). Activating knowledge is necessary for new learning as, from a constructivist perspective, new knowledge construction can occur through integration with existing mental Kaufmann & Stenseth, 2020;Kim et al, 2021;Merino-Armero et al, 2022;Ng & Cui, 2020;Peel et al, 2019;Sen et al, 2021;Wang et al, 2022;Yin et al, 2022). The intervention activities in these studies usually emphasized the workforce-oriented nature of CT acquisition, which was commonly seen in the studies that introduced CT to the fields of engineering and natural science, thus strengthening students' notions of transfer.…”