Correction to: Exploring Computational Thinking in the Context of Mathematics Learning in Secondary Schools: Dispositions, Engagement and Learning Performance: Exploring Computational Thinking in the Context of Mathematics Learning in Secondary Schools: Dispositions, Engagement and Learning Performance: C.-K. Looi et al
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| Title: | Correction to: Exploring Computational Thinking in the Context of Mathematics Learning in Secondary Schools: Dispositions, Engagement and Learning Performance: Exploring Computational Thinking in the Context of Mathematics Learning in Secondary Schools: Dispositions, Engagement and Learning Performance: C.-K. Looi et al |
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| Authors: | Looi, Chee‑Kit1,2 (AUTHOR) cklooi@eduhk.hk, Chan, Shiau‑Wei3 (AUTHOR) swchan@uthm.edu.my, Wu, Longkai4 (AUTHOR) longkaiwu@ccnu.edu.cn, Huang, Wendy2 (AUTHOR) wendy.huang@nie.edu.sg, Kim, Mi Song5 (AUTHOR) mkim574@uwo.ca, Sun, Daner6 (AUTHOR) dsun@eduhk.hk |
| Source: | International Journal of Science & Mathematics Education. Jan2025, Vol. 23 Issue 1, p289-290. 2p. |
| Subject Terms: | *Mathematics education, *Mathematics students, *Junior high schools, Structural equation modeling, Evidence gaps |
| Abstract: | The correction notice in the International Journal of Science & Mathematics Education addresses mistakes in the affiliation, abstract, table, and figures of an article exploring computational thinking (CT) in the context of mathematics learning in secondary schools. The study conducted in a Singaporean secondary school aimed to investigate the impact of integrating CT dispositions on student engagement and mathematics performance. The research found that CT dispositions could enhance students' mathematics performance by fostering greater engagement in math, although a direct effect was not observed. Students expressed positive dispositions towards CT, including a sense of capability, inclination, and sensitivity in utilizing CT for modeling tasks and other contexts. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The correction notice in the International Journal of Science & Mathematics Education addresses mistakes in the affiliation, abstract, table, and figures of an article exploring computational thinking (CT) in the context of mathematics learning in secondary schools. The study conducted in a Singaporean secondary school aimed to investigate the impact of integrating CT dispositions on student engagement and mathematics performance. The research found that CT dispositions could enhance students' mathematics performance by fostering greater engagement in math, although a direct effect was not observed. Students expressed positive dispositions towards CT, including a sense of capability, inclination, and sensitivity in utilizing CT for modeling tasks and other contexts. [Extracted from the article] |
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| ISSN: | 15710068 |
| DOI: | 10.1007/s10763-023-10428-0 |
