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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 0000-0003-2941-2618)
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
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  Data: Integrating Computational Thinking into Secondary School Mathematics Teaching: A Literature Review
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  Data: <searchLink fieldCode="AR" term="%22María+Isabel+Ruiz+Recio%22">María Isabel Ruiz Recio</searchLink><br /><searchLink fieldCode="AR" term="%22Álvaro+Molina-Ayuso%22">Álvaro Molina-Ayuso</searchLink><br /><searchLink fieldCode="AR" term="%22Natividad+Adamuz-Povedano%22">Natividad Adamuz-Povedano</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2941-2618">0000-0003-2941-2618</externalLink>)
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  Data: 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
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  Data: 26
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Algorithms%22">Algorithms</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink>
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  Data: 10.1002/rev3.70142
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  Data: 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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        Value: 10.1002/rev3.70142
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      – Text: English
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        PageCount: 26
    Subjects:
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Algorithms
        Type: general
      – SubjectFull: Technology Uses in Education
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      – TitleFull: Integrating Computational Thinking into Secondary School Mathematics Teaching: A Literature Review
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            NameFull: María Isabel Ruiz Recio
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            NameFull: Álvaro Molina-Ayuso
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            NameFull: Natividad Adamuz-Povedano
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              Y: 2026
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