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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
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]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Looi%2C+Chee‑Kit%22">Looi, Chee‑Kit</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> cklooi@eduhk.hk</i><br /><searchLink fieldCode="AR" term="%22Chan%2C+Shiau‑Wei%22">Chan, Shiau‑Wei</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> swchan@uthm.edu.my</i><br /><searchLink fieldCode="AR" term="%22Wu%2C+Longkai%22">Wu, Longkai</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> longkaiwu@ccnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Huang%2C+Wendy%22">Huang, Wendy</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> wendy.huang@nie.edu.sg</i><br /><searchLink fieldCode="AR" term="%22Kim%2C+Mi+Song%22">Kim, Mi Song</searchLink><relatesTo>5</relatesTo> (AUTHOR)<i> mkim574@uwo.ca</i><br /><searchLink fieldCode="AR" term="%22Sun%2C+Daner%22">Sun, Daner</searchLink><relatesTo>6</relatesTo> (AUTHOR)<i> dsun@eduhk.hk</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Jan2025, Vol. 23 Issue 1, p289-290. 2p.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br />*<searchLink fieldCode="DE" term="%22Junior+high+schools%22">Junior high schools</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+gaps%22">Evidence gaps</searchLink>
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  Data: 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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  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – TitleFull: 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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              Text: Jan2025
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