Systematic review of the integration and relationship between computational thinking and mathematics in the early years of schooling

Revisión sistemática de la integración y la relación entre el pensamiento computacional y las matemáticas en los primeros años escolares

Published 2024-07-01

Open | Download
PDF (Spanish) FLIP
Issue
Vol. 21 No. 42 (2024): Estructura cristalina del superconductor
Section
Articles
How to Cite
Systematic review of the integration and relationship between computational thinking and mathematics in the early years of schooling. (2024). Revista EIA, 21(42), 4208 pp. 1-28. https://doi.org/10.24050/reia.v21i42.1717
DOI

https://doi.org/10.24050/reia.v21i42.1717
Dimensions
PlumX
Citations
Crossref
Citations in Crossref
Scopus
Citations in Scopus
Google Scholar
Europe PMC
Citations in Europe PMC
license
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright statement

The authors exclusively assign to the Universidad EIA, with the power to assign to third parties, all the exploitation rights that derive from the works that are accepted for publication in the Revista EIA, as well as in any product derived from it and, in in particular, those of reproduction, distribution, public communication (including interactive making available) and transformation (including adaptation, modification and, where appropriate, translation), for all types of exploitation (by way of example and not limitation : in paper, electronic, online, computer or audiovisual format, as well as in any other format, even for promotional or advertising purposes and / or for the production of derivative products), for a worldwide territorial scope and for the entire duration of the rights provided for in the current published text of the Intellectual Property Law. This assignment will be made by the authors without the right to any type of remuneration or compensation.

Consequently, the author may not publish or disseminate the works that are selected for publication in the Revista EIA, neither totally nor partially, nor authorize their publication to third parties, without the prior express authorization, requested and granted in writing, from the Univeridad EIA.

Lina Marcela Ocampo
Universidad del Quindío, Colombia
Milena Corrales Álvarez
Universidad del Quindío, Colombia
Perfil Google Scholar
https://orcid.org/0000-0002-7433-6602
Sergio Augusto Cardona Torres
Universidad del Quindío, Colombia
Perfil Google Scholar
https://orcid.org/0000-0002-1053-6322
Show authors biography

Milena Corrales Álvarez,

Estudiante de doctorado en Ciencias de la Educación

Universidad del Quindío 

Sergio Augusto Cardona Torres,

Docente Universidad del Quindío

Computational thinking emerges as a field of knowledge due to the increasing importance of technology and computing in today's society. It has been demonstrated that computational thinking can enhance problem-solving abilities by employing techniques from computer science to develop solutions for complex problems. It often involves the application of mathematical principles, such as algebra, geometry, and statistics. Mathematics is fundamental to computational thinking as it provides the theoretical and conceptual foundation for many computer science techniques. Mathematical concepts like functions, sets, and graph theory are essential for understanding algorithms and data structures. The aim of this study was to analyze the integration of mathematics and computational thinking and how this relationship has been measured using both connected and disconnected activities in primary school students. A total of 302 articles were reviewed, applying inclusion and exclusion criteria related to the study's variables of interest. The review found that most articles integrate mathematics and computational thinking based on their interconnectedness, using classroom strategies that support both fields of knowledge. Eleven articles propose activities encompassing four mathematical components (geometric, metric, spatial, and numeric) to address computational thinking, with the geometric component being the most commonly utilized. Only seven articles included students at the 0th grade level, and only two articles worked with populations from Central (Panama) and South America (Uruguay), suggesting that computational thinking is in its early stages in our continent, excluding North American countries where a higher number of articles are reported.

Article visits 204 | PDF visits 128

Downloads

Download data is not yet available.
  1. Barcelos, T., Munoz, R., Villarroel, R., Merino, E. and Silveira, I. (2018) 'Mathematics Learning through Computational Thinking Activities: A Systematic Literature Review', Journal of Universal Computer Science, 24(7), pp. 815–845. Disponible en: https://www.researchgate.net/publication/326894640 (Accedido: 20 junio 2024).
  2. Barr, V. and Stephenson, C. (2011) 'Bringing-CT-K12-Role-of-CS-Education', ACM Inroads, 2(1), pp. 48–54.
  3. Bati, K. (2022) 'A systematic literature review regarding computational thinking and programming in early childhood education', Education and Information Technologies, 27(2), pp. 2059–2082. https://doi.org/10.1007/s10639-021-10700-2
  4. Bordignon, F. and Iglesias, A. (2020) Introducción al Pensamiento Computacional. Universidad Pedagógica Nacional y Educar SE.
  5. Bråting, K. and Kilhamn, C. (2021) 'Exploring the intersection of algebraic and computational thinking', Mathematical Thinking and Learning, 23(2), pp. 170–185. https://doi.org/10.1080/10986065.2020.1779012
  6. Chan, S., Looi, C., Ho, W. and Kim, M. (2022) 'Tools and approaches for integrating computational thinking and mathematics: A scoping review of current empirical studies', Journal of Educational Computing Research. https://doi.org/10.1177/07356331221098793
  7. Cui, Z. and Ng, O.L. (2021) 'The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment', Journal of Educational Computing Research, 59(5), pp. 988–1012. https://doi.org/10.1177/0735633120979930
  8. Durak, H.Y. and Saritepeci, M. (2018) 'Analysis of the relation between computational thinking skills and various variables with the structural equation model', Computers & Education, 116, pp. 191–202. https://doi.org/10.1016/j.compedu.2017.09.004
  9. Falloon, G. (2016) 'An analysis of young students’ thinking when completing basic coding tasks using Scratch Jnr. on the iPad', Journal of Computer Assisted Learning, 32(6), pp. 576–593. https://doi.org/10.1111/jcal.12155
  10. Fanchamps, N.L.J.A., Slangen, L., Hennissen, P. and Specht, M. (2021) 'The influence of SRA programming on algorithmic thinking and self-efficacy using Lego robotics in two types of instruction', International Journal of Technology and Design Education, 31(2), pp. 203–222. https://doi.org/10.1007/s10798-019-09559-9
  11. Ferrada, C.A., Puraivan, E., Silva, F. and Díaz Levicoy, D. (2021) 'Robótica aplicada al aula en Educación Primaria: un caso en el contexto español', Sociología y Tecnociencia, 11(2), pp. 240–259. https://doi.org/10.24197/st.Extra_2.2021.240-259
  12. Gerosa, A., Koleszar, V., Tejera, G., Gómez-Sena, L. and Carboni, A. (2021) 'Cognitive abilities and computational thinking at age 5: Evidence for associations to sequencing and symbolic number comparison', Computers and Education Open, 2, 100043. https://doi.org/10.1016/J.CAEO.2021.100043
  13. Gerosa, A., Koleszar, V., Tejera, G., Gómez-Sena, L. and Carboni, A. (2022) 'Educational Robotics Intervention to Foster Computational Thinking in Preschoolers: Effects of Children’s Task Engagement', Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.904761
  14. Goldenberg, E.P. and Carter, C.J. (2021) 'Programming as a language for young children to express and explore mathematics in school', British Journal of Educational Technology, 52(3), pp. 969–985. https://doi.org/10.1111/bjet.13080
  15. González-González, C.S. (2019) 'State of the art in the teaching of computational thinking and programming in childhood education', Education in the Knowledge Society, 20, pp. 1–17. https://doi.org/10.14201/eks2019_20_a17
  16. Hickmott, D., Prieto-Rodriguez, E. and Holmes, K. (2017) 'A Scoping Review of Studies on Computational Thinking in K–12 Mathematics Classrooms', Digital Experiences in Mathematics Education, 4(1), pp. 48–69. https://doi.org/10.1007/s40751-017-0038-8
  17. Israel, M. and Lash, T. (2020) 'From classroom lessons to exploratory learning progressions: mathematics + computational thinking', Interactive Learning Environments, 28(3), pp. 362–382. https://doi.org/10.1080/10494820.2019.1674879
  18. Jurado, E., Fonseca, D., Coderch, J. and Canaleta, X. (2020) 'Social steam learning at an early age with robotic platforms: A case study in four schools in Spain', Sensors (Switzerland), 20(13), pp. 1–23. https://doi.org/10.3390/s20133698
  19. Kakavas, P., Holmes, C., Wadhwa, B. and Ugolini, F.C. (2019) 'Computational thinking in primary education: a systematic literature review', Research on Education and Media, 11(2). https://doi.org/10.2478/rem-2019-0023
  20. Kjällander, S., Mannila, L., Åkerfeldt, A. and Heintz, F. (2021) 'Elementary students’ first approach to computational thinking and programming', Education Sciences, 11(2), pp. 1–15. https://doi.org/10.3390/educsci11020080
  21. Laurent, M., Crisci, R., Bressoux, P., Chaachoua, H., Nurra, C., de Vries, E. and Tchounikine, P. (2022) 'Impact of programming on primary mathematics learning', Learning and Instruction, 82, 101667. https://doi.org/10.1016/J.LEARNINSTRUC.2022.101667
  22. Lavigne, H.J., Lewis-Presser, A. and Rosenfeld, D. (2020) 'An exploratory approach for investigating the integration of computational thinking and mathematics for preschool children', Journal of Digital Learning in Teacher Education, 36(1), pp. 63–77. https://doi.org/10.1080/21532974.2019.1693940
  23. Leung, H.Y.H. (2021) 'Systematic Literature Review of Integrating Computational Thinking into Mathematics Education', US-China Education Review A, 11(4), pp. 152–163. https://doi.org/10.17265/2161-623X/2021.04.002
  24. Manchado Garabito, R., Tamames Gómez, S., López González, M., Mohedano Macías, L. and Veiga de Cabo, J. (2009) 'Revisiones Sistemáticas Exploratorias Scoping review', Med Segur Trab (Internet), 55(216), pp. 12–19.
  25. Miller, J. (2019) 'STEM education in the primary years to support mathematical thinking: using coding to identify mathematical structures and patterns', ZDM - Mathematics Education, 51(6), pp. 915–927. https://doi.org/10.1007/s11858-019-01096-y
  26. Ministerio de Educación Nacional (2006) Documento 3. Estándares Básicos de Competencias en Lenguaje, Matemáticas, Ciencias y Ciudadanas. Bogotá: Ministerio de Educación Nacional de Colombia.
  27. Moreno-León, J., Román-González, M., García-Perales, R. and Robles, G. (2021) 'Coding to learn Mathematics in 5th grade: Implementation of the ScratchMaths project in Spain', Revista de Educación a Distancia, 21(68). https://doi.org/10.6018/red.485441
  28. Muñoz, L., Villarreal, V., Morales, I., Gonzalez, J. and Nielsen, M. (2020) 'Developing an interactive environment through the teaching of mathematics with small robots', Sensors (Switzerland), 20(7). https://doi.org/10.3390/s20071935
  29. Ng, O.L. and Cui, Z. (2020) 'Examining primary students’ mathematical problem-solving in a programming context: towards computationally enhanced mathematics education', ZDM - Mathematics Education, 53(4), pp. 847–860. https://doi.org/10.1007/s11858-020-01200-7
  30. Nordby, S.K., Bjerke, A.H. and Mifsud, L. (2022) 'Primary Mathematics Teachers’ Understanding of Computational Thinking', KI - Kunstliche Intelligenz, 36(1), pp. 35–46. https://doi.org/10.1007/s13218-021-00750-6
  31. Özgür, H. (2020) 'Relationships between Computational Thinking Skills, Ways of Thinking and Demographic Variables: A Structural Equation Modeling', International Journal of Research in Education and Science (IJRES), 6(2), pp. 299–314. www.ijres.net
  32. Rich, K.M., Spaepen, E., Strickland, C. and Moran, C. (2020) 'Synergies and differences in mathematical and computational thinking: implications for integrated instruction', Interactive Learning Environments, 28(3), pp. 272–283. https://doi.org/10.1080/10494820.2019.1612445
  33. Román, M., Pérez, J.C. and Jiménez, C. (2017) 'Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test', Computers in Human Behavior, 72, pp. 678–691. https://doi.org/10.1016/j.chb.2016.08.047
  34. Scott, C. L. (2015) Investigación y Prospectiva en Educación. El futuro del aprendizaje 2 ¿Qué tipo de aprendizaje se necesita en el siglo XXI?
  35. Sneider, C., Stephenson, C., Schafer, B. and Flick, L. (2014) 'Computational Thinking in High School Science Classrooms', The Science Teacher, 81(5), pp. 53–60.
  36. Stigberg, H. and Stigberg, S. (2020) 'Teaching programming and mathematics in practice: A case study from a Swedish primary school', Policy Futures in Education, 18(4), pp. 483–496. https://doi.org/10.1177/1478210319894785
  37. Subramaniam, S., Maat, S. M. and Mahmud, M. S. (2022) 'Computational thinking in mathematics education: A systematic review', Cypriot Journal of Educational Sciences, 17(6), pp. 2029–2044. https://doi.org/10.18844/CJES.V17I6.7494
  38. Sung, W. and Black, J. B. (2020) 'Factors to consider when designing effective learning: Infusing computational thinking in mathematics to support thinking-doing', Journal of Research on Technology in Education, 53(4), pp. 404–426. https://doi.org/10.1080/15391523.2020.1784066
  39. Urrútia, G. and Bonfill, X. (2010) 'PRISMA declaration: A proposal to improve the publication of systematic reviews and meta-analyses', Medicina Clinica, 135(11), pp. 507–511. https://doi.org/10.1016/j.medcli.2010.01.015
  40. Wang, J., Zhang, Y., Hung, C. Y., Wang, Q. and Zheng, Y. (2022) 'Exploring the characteristics of an optimal design of non-programming plugged learning for developing primary school students’ computational thinking in mathematics', Educational Technology Research and Development, 70(3), pp. 849–880. https://doi.org/10.1007/S11423-022-10093-0/TABLES/7
  41. Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L. and Wilensky, U. (2016) 'Defining Computational Thinking for Mathematics and Science Classrooms', Journal of Science Education and Technology, 25(1), pp. 127–147. https://doi.org/10.1007/S10956-015-9581-5
  42. Wing, J. (2006) 'Computational Thinking'. Available at: https://www.cs.princeton.edu/~chazelle/courses/BIB/jeannette-wing.pdf
  43. Wing, J. M. (2008) 'Computational thinking and thinking about computing', Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366, pp. 3717–3725. https://doi.org/10.1098/rsta.2008.0118
  44. Xu, W., Geng, F. and Wang, L. (2022) 'Relations of computational thinking to reasoning ability and creative thinking in young children: Mediating role of arithmetic fluency', Thinking Skills and Creativity, 44, 101041. https://doi.org/10.1016/J.TSC.2022.101041
  45. Zapata-Ros, M. (2018) 'Pensamiento computacional. Una tercera competencia clave. (I)', Blog RED El Aprendizaje En La Sociedad Del Conocimiento. Available at: https://red.hypotheses.org/1059

Information

Sistema OJS 3.4.0.7 - Metabiblioteca |