A Literature Review on the Empirical Studies of the Integration of Mathematics and Computational Thinking
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| Title: | A Literature Review on the Empirical Studies of the Integration of Mathematics and Computational Thinking |
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| Language: | English |
| Authors: | Lv, Lin, Zhong, Baichang (ORCID |
| Source: | Education and Information Technologies. Jul 2023 28(7):8171-8193. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Literature Reviews, Mathematics Education, Integrated Curriculum, Computation, Thinking Skills, Elementary Secondary Education, Research Methodology |
| DOI: | 10.1007/s10639-022-11518-2 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | In K-12 education, Computational Thinking (CT) has been a trendy issue in mathematics education, but the approach and results of CT + Math are not yet clear enough. This paper systematically reviewed 22 SSCI journal papers from three perspectives: the current status, outcomes, and implications of mathematics and CT integration. Results indicate that: (1) The empirical studies were more inclined to be carried out in primary school; (2) The sample size inversely proportional to the duration, the same as the duration and the learning phase; (3) the integration of mathematics and CT were gradually emerging in kindergartens, while the empirical studies in junior and senior high schools still needs to be improved; (4) The experimental type prioritizes case studies and lacks mixed research; (5) Most research designs employ a variety of measuring instruments but limited in multimodal data; (6) Through the teaching model of plug-in programming, the integration of mathematics and CT was centred on the field of geometry and number operations; and (7) The CT skills involved are mainly Problem decomposition, Pattern recognition, Abstraction, Algorithm design and Debugging. The limitations and future directions are also discussed in this paper. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1383222 |
| Database: | ERIC |
| Abstract: | In K-12 education, Computational Thinking (CT) has been a trendy issue in mathematics education, but the approach and results of CT + Math are not yet clear enough. This paper systematically reviewed 22 SSCI journal papers from three perspectives: the current status, outcomes, and implications of mathematics and CT integration. Results indicate that: (1) The empirical studies were more inclined to be carried out in primary school; (2) The sample size inversely proportional to the duration, the same as the duration and the learning phase; (3) the integration of mathematics and CT were gradually emerging in kindergartens, while the empirical studies in junior and senior high schools still needs to be improved; (4) The experimental type prioritizes case studies and lacks mixed research; (5) Most research designs employ a variety of measuring instruments but limited in multimodal data; (6) Through the teaching model of plug-in programming, the integration of mathematics and CT was centred on the field of geometry and number operations; and (7) The CT skills involved are mainly Problem decomposition, Pattern recognition, Abstraction, Algorithm design and Debugging. The limitations and future directions are also discussed in this paper. |
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| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-022-11518-2 |
