Integrating Computational Thinking into Secondary School Mathematics Teaching: A Literature Review
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| Title: | Integrating Computational Thinking into Secondary School Mathematics Teaching: A Literature Review |
|---|---|
| Language: | English |
| Authors: | María Isabel Ruiz Recio, Álvaro Molina-Ayuso, Natividad Adamuz-Povedano (ORCID |
| Source: | Review of Education. 2026 14(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Computation, Thinking Skills, Secondary School Mathematics, Mathematics Instruction, Teaching Methods, Problem Solving, Algorithms, Technology Uses in Education |
| DOI: | 10.1002/rev3.70142 |
| ISSN: | 2049-6613 |
| Abstract: | Computational thinking (CT) has established itself as a fundamental skill for the 21st century, driving its integration into various disciplines, especially mathematics. This systematic review of the literature aimed to analyse how the integration of CT has been conceptualized and implemented in mathematics teaching in the context of secondary education. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol guidelines, a search of scientific databases was conducted, resulting in the selection of 30 relevant articles, coded with high inter-rater reliability (Fleiss's Kappa = 0.88). The results present a synthesis of the methodological approaches, technological tools and variables evaluated in the articles analysed, revealing a consensus on the positive impact of CT on problem-solving and algorithmic thinking. However, the analysis shows that this success is not only attributed to technological tools, but to their implementation within active pedagogical frameworks, mainly problem-based learning. This brings us to draw a key conclusion: the need for a transition in research towards a more holistic approach, such that the effective implementation of CT depends on the synergy between active pedagogy, the intentional and studied choice of tools, and explicit consideration of the socio-emotional dimension of learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503914 |
| Database: | ERIC |
| Abstract: | Computational thinking (CT) has established itself as a fundamental skill for the 21st century, driving its integration into various disciplines, especially mathematics. This systematic review of the literature aimed to analyse how the integration of CT has been conceptualized and implemented in mathematics teaching in the context of secondary education. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol guidelines, a search of scientific databases was conducted, resulting in the selection of 30 relevant articles, coded with high inter-rater reliability (Fleiss's Kappa = 0.88). The results present a synthesis of the methodological approaches, technological tools and variables evaluated in the articles analysed, revealing a consensus on the positive impact of CT on problem-solving and algorithmic thinking. However, the analysis shows that this success is not only attributed to technological tools, but to their implementation within active pedagogical frameworks, mainly problem-based learning. This brings us to draw a key conclusion: the need for a transition in research towards a more holistic approach, such that the effective implementation of CT depends on the synergy between active pedagogy, the intentional and studied choice of tools, and explicit consideration of the socio-emotional dimension of learning. |
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| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70142 |
