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The impact of CT-integrated mathematics instruction on secondary school students' computational thinking skills

Artigo2026

Huifen Xu; Jing Wang; Ziyi Liu; Haozhe Jiang; Jijian Lu

Metadados apenas Página oficial: The impact of CT-integrated mathematics instruction on secondary school students' computational thinking skills (abre em nova aba)

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Resumo

Cultivating students' computational thinking (CT) has become an educational priority, with the implementation of effective instructional programs identified as a key means of fostering these skills. However, traditional mathematics teaching in many contexts often relies on lecture-based approaches that emphasize procedural skills over problem-solving, which may limit students' engagement and CT development. This study designed a CT-integrated mathematics instruction framework for secondary mathematics, supported by GGB programming, and conducted a case study to evaluate its efficacy. Using an experimental research approach, 74 middle school students from a public school in Hangzhou, China were divided into an experimental group and a control group. The experimental group received CT-integrated mathematics instruction, while the control group followed conventional teaching methods. Data were collected using the Computational Thinking Scale (CTS) and a Mathematics Learning Interest Inventory for quantitative analysis, supplemented by qualitative insights from student interviews. The results indicate that the experimental group demonstrated significantly higher levels of CT and greater interest in mathematics compared to the control group, with the most notable improvement observed in algorithmic thinking.

Dados da obra

Tipo
Artigo
Periódico
Acta Psychologica, v. 267, p. 106863
Editora
Elsevier
Ano
2026 (2026-07)
Idioma
en
Palavras-chave
Computational thinking; Middle school mathematics; Instructional pathways; GeoGebra; Programming education
Temas
Pensamento Computacional, Resolução de Problemas, Tecnologias Digitais
DOI
10.1016/j.actpsy.2026.106863
ISSN
0001-6918, 1873-6297
Acesso
Metadados apenas
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
XU, Huifen et al.. The impact of CT-integrated mathematics instruction on secondary school students' computational thinking skills. Acta Psychologica, v. 267, p. 106863, 2026. DOI: https://doi.org/10.1016/j.actpsy.2026.106863.

APA

Xu, H., Wang, J., Liu, Z., Jiang, H., & Lu, J. (2026). The impact of CT-integrated mathematics instruction on secondary school students' computational thinking skills. Acta Psychologica, 267, 106863. https://doi.org/10.1016/j.actpsy.2026.106863

BibTeX
@article{xu2026,
  author = {Xu, Huifen and Wang, Jing and Liu, Ziyi and Jiang, Haozhe and Lu, Jijian},
  title = {The impact of CT-integrated mathematics instruction on secondary school students' computational thinking skills},
  year = {2026},
  journal = {Acta Psychologica},
  volume = {267},
  pages = {106863},
  publisher = {Elsevier},
  doi = {10.1016/j.actpsy.2026.106863},
  language = {en}
}
RIS
TY  - JOUR
AU  - Xu, Huifen
AU  - Wang, Jing
AU  - Liu, Ziyi
AU  - Jiang, Haozhe
AU  - Lu, Jijian
TI  - The impact of CT-integrated mathematics instruction on secondary school students' computational thinking skills
PY  - 2026
JO  - Acta Psychologica
VL  - 267
SP  - 106863
DO  - 10.1016/j.actpsy.2026.106863
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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