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

Autor/inn/en	Chan, Shiau-Wei; Looi, Chee-Kit; Ho, Weng Kin; Kim, Mi Song
Titel	Tools and Approaches for Integrating Computational Thinking and Mathematics: A Scoping Review of Current Empirical Studies
Quelle	In: Journal of Educational Computing Research, 60 (2023) 8, S.2036-2080 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chan, Shiau-Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221098793
Schlagwörter	Thinking Skills; 21st Century Skills; Teaching Methods; Research Reports; Computer Science Education; Computer Software; Algorithms; Mathematics Skills; Abstract Reasoning; Mathematics Instruction; Computer Games; Programming Languages; Geometry; Measurement; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Computer science lessons; Informatikunterricht; Algorithm; Algorithmus; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Abstraktes Denken; Denken; Mathematics lessons; Mathematikunterricht; Computer game; Computerspiel; Computerspiele; Geometrie; Messverfahren
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01