Comparison of the development of computational thinking in mathematics teaching in Python supported programming and paper and pencil environments: a single-gender classroom example
Educational Technology Research and Development, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s11423-026-10666-3
- Dergi Adı: Educational Technology Research and Development
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Periodicals Index Online, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, MLA - Modern Language Association Database, Psycinfo, MLA International Bibliography, EBSCO Communication Source, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Communication Source (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO), Sociology Source Ultimate (EBSCO)
- Anahtar Kelimeler: Computational thinking, Mathematics education, Python programming, Single-gender classrooms, Unplugged activities
- Bursa Uludağ Üniversitesi Adresli: Evet
Özet
This mixed-methods study compared text-based Python instruction with unplugged (paper-and-pencil) activities for sixth-grade boys in mathematics. Across nine weeks per condition, intact classes engaged with parallel tasks on Sets and Integers designed to pursue dual aims: strengthening mathematical conceptual understanding and advancing core computational thinking (CT) processes. Quantitatively, groups were comparable at baseline; post-intervention, both showed significant improvement in CT, with gains favoring Python. On conceptual assessments, both conditions improved; between-group differences were evident for Integers but not for Sets, suggesting that transfer from CT to mathematics may depend on the extent to which a topic invites algorithmic structuring (e.g., conditional logic, iterative comparison). Qualitatively, ICAP coding of Python sessions (screen/audio traces and artifacts) showed a progression from Passive/Active toward Constructive/Interactive engagement, aligning process shifts with observed learning gains. Overall, the findings indicate that well-scaffolded Python activities embedded in mathematics can enhance CT and, for procedurally amenable topics, support conceptual learning—offering design guidance for integrating programming into middle-grades mathematics and a process-level account of how engagement patterns relate to learning.