Integration of computational thinking activities in Grade 10 mathematics learning

Abstract

This study explored integrating computational thinking (CT) activities in mathematics learning in Grade 10 classrooms in South African township, suburban and independent schools. The inquiry adopted a mixed method approach as part of an exploratory, descriptive survey design and involved purposively selected Grade 10 learners as participants. Quantitative data were collected through the administration of questionnaires among the participants. Qualitative data was collected through semi-structured interviews and activities involving integrating computational thinking activities in mathematics learning. The empirical investigation underpins the Cultural Historical Activity Theory (CHAT) as the theoretical framework. Key findings from the study revealed that the integration of computational thinking activities in mathematics learning promises to be an effective means to enhance learners’ understanding of mathematics content. In addition, the participants demonstrated a positive disposition towards computational thinking. The participants perceived computational thinking as a vital tool that can be harnessed to develop problem-solving skills in mathematics classrooms. The study findings provide critical theoretical implications for pedagogic innovation.

Computational Thinking Skills in 21st Century Mathematics Learning

“…Moreover, computational thinking has been regarded as the ability to solve practical problems, and its integration into Grade 10 mathematics learning has been perceived as a vital tool to develop problem-solving skills in mathematics classrooms (Kang et al, 2022;Ramaila & Shilenge, 2023). The reciprocal relationship between computational thinking and mathematics learning has been highlighted, emphasizing the use of computation to enrich mathematics learning and applying mathematics contexts to enrich computational learning (English, 2018).…”

Research trends of computational thinking in mathematics learning: A bibliometric analysis from 2009 to 2023

“…According to Dong et al (2019), CT involves solving problems through PRADA's five phases: pattern recognition, abstraction, decomposition, and algorithm. Integrating CT into mathematics learning has emerged as a transformative approach, promising to enhance students' understanding of mathematical concepts while simultaneously fostering their problem-solving abilities (Khoo et al, 2022;Ramaila & Shilenge, 2023). At its core, the integration of CT into mathematics learning empowers students by harnessing the power of programming-like steps, equipping them with invaluable tools for solving complex problems (Subramaniam et al, 2022).…”