Computational thinking in mathematics instruction integrated STEAM education: Global trend and students’ achievement in two last decades

This study investigates the integration of Computational Thinking (CT) into STEAM education, particularly focusing on Mathematics and Professional Development (PD) for educators. Through a systematic review conducted across several databases, we analyzed 40 articles on the current state of Professional Development in CT within STEAM subjects, emphasizing definitions and their integration into existing curricula. We focused on scientific papers that examined the relationship between the studied concepts (CT, Computer Science - CS, and Math), excluding those that solely focused on CT or CS. We applied a dual review protocol to ensure accuracy and reduce the risk of bias. Our findings reveal a strong emphasis (82.5%) on curriculum integration. Interestingly, pre-service and in-service teachers are disproportionately targeted, while university-level training remains limited (5%). Additionally, a growing trend highlights an interest in exploring the synergy between Computer Science and CT and underscores CT PD’s infancy within STEAM education. Furthermore, the study identifies a surprising need for increased reference (25%) to pioneering figures like Papert and Wing in the existing literature. The methodology employs keyword analysis and the Jaccard index to measure concept similarity. This study uniquely focuses on studying the reported transfer of CT knowledge and definition in the context of PD. It offers a new perspective on the reported envisioned relationship between CT and CS when preparing and delivering PD. It also identifies gaps, preferences in teacher training, and opportunities for enhancing CT integration in STEAM education. It emphasizes the need for improved Professional Development and clearer definitions to effectively integrate CT into STEAM education, particularly at the university level, and provides recommendations for both educators and policymakers.

This study aims to identify global trends, scientific collaborations, and developments in computational thinking topics in the context of mathematics education through bibliometric analysis. The method refers to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) to improve transparency and quality of reporting. Data were taken from the Dimensions database for the period 2000–2025 and analyzed using VOSviewer software. The results show a significant increase in publications and citations since 2016, with the peak of publications occurring in 2023 and the highest citations in 2024. SDG 4: Quality Education is the theme most often associated with computational thinking, although contributions to Mathematics Education are still limited. The journal Education and Information Technologies is the most dominant publication medium, with researchers such as Weipeng Yang and Gary Ka Wai Wong as the main contributors. The visualization of the keyword network highlights the large focus on computational thinking skills, while mathematics education is in a peripheral position, indicating a suboptimal relationship. The visualization of co-authorship also shows the formation of strong global collaborations. The positive correlation between the number of publications and citations indicates that scientific productivity plays a major role in research visibility. These findings provide an important basis for developing further research into the integration of computational thinking into 21st century mathematics learning.

The knowledge society exists mainly due to advancing technology and the exponential development of professionals’ capabilities. Digital transformation and new technologies generate complex environments demanding high-level skills. This work analyzes the current state of pedagogical approaches with a special focus on project-based learning that develops computational thinking in STEM students. A Systematic Literature Review examined the current state of pedagogical approaches along with project-based learning aimed at enhancing computational thinking within the context of higher education. Results allowed us to infer that (a) computational thinking promotes sustainable development through STEM education and novel teaching practices; (b) it is a fundamental skill for the problem-solving processes that evolve with technological progress; (c) its development is a global concern, not limited to a country’s development level; and (d) its introduction at an early stage provides opportunities for the advancement of vulnerable groups. Outlining, this study conducts a Systematic Literature Review (SLR) using PRISMA 2020 guidelines to analyze pedagogical approaches including project-based learning for enhancing computational thinking in STEM higher education, identifying global research trends, common strategies, and areas for improvement, while proposing a framework to align computational thinking skills with emerging technological challenges and promote sustainable educational practices. This study presents relevant results on the construction of state-of-the-art computational thinking and education; it is valuable for curricular design underpinning disciplinary and interdisciplinary approaches.

Computational thinking (CT) is the crucial skill for the 21st century which is gaining increasing significance in our rapidly advancing technological world. Therefore, since the demand for CT has increased in modern education systems, Malaysia also incorporated computational thinking skills into its curriculum to align with global 21st-century educational trends. While understanding CT concepts is foundational, the ability to apply these skills effectively can vary based on training quality and individual attitudes. A few studies have examined whether CT attitudes influence CT skills. This study is conducted to investigate the relationship between trainee teachers’ perception of CT concepts and their CT skills. The study focuses on six core CT concepts: Logic, Algorithms, Decomposition, Pattern Recognition, Abstraction, and Evaluation. The study employed a correlational research design with quantitative survey method was used; items were constructed in questionnaire to acquire teachers’ perception and their knowledge about CT concept, while Bebras Challenge Tasks to assess their CT skills. 100 science trainee teachers from all IPGM over Malaysia are targeted to complete the survey form and Pearson correlation test is used to analyze the survey data. Results from this study provide insights into how CT concepts correlate with CT skills and the perceptions of trainee teachers towards CT concepts.

Computational thinking for teachers: Development of a localised E-learning system

Integrating Computational Thinking (CT) and Computer Science (CS) concepts into school curricula is a global trend nowadays. However, most research and educational programs and products focus on students’ needs, while much less work is being done on teacher education, so that they develop subject and pedagogical knowledge on CT. Reflecting an encouragement for autonomous learning, some CT resources for in-service teachers are available, such as online courses for building capacity as well as tools and activities for lessons. Meanwhile, the Brazilian government has already determined that CT must be present in school curricula and also in teacher education programs from all areas of knowledge. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among school teachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in service development might not be sufficient. Meanwhile, faculty from teacher education programs have been mostly unresponsive to the new demands related to CT, and face the not surprising barrier of their own lack of knowledge on the topic. In the Brazilian context, CS teacher education programs could be a key to solving this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for school teachers. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions (HEI). More attention must be given to developing CT in HEI, including faculty’s CT knowledge and curriculum redesign. In this direction, the new Brazilian network of CS teacher education programs (ReLic) has a great potential to establish an interdisciplinary dialogue that could help meet the demands of contemporary education.

Software (SW) is one of the key technologies in modern society, and its importance is receiving the attention of the educational community. In addition, Computational Thinking (CT) has been studied in fields of various education such as computer science, science, mathematics, and technology. The prominence of computer science education has increased in K-12 South Korean schools with the effect of the 2015 Revised National Curriculum and the National Plan for Activating Software Education. In addition, there are active efforts to include CT in science, technology, and mathematics classrooms. Therefore, this study aims to review prior studies on CT in science and mathematics education. The results of this study are as follows: 1) CT in science and mathematics education has a different conceptual approach than CT in computer education. Science education is mostly about problem-solving activities using computers, and mathematics education mostly utilizes the ‘abstraction’ related approach. 2) The key to improving CT in both subjects is to implement practical experience in science and mathematics education. Variables of interest in prior studies were scientific and mathematical problem-solving skills, the attitude of subjects, and creativity. 3) CT education in science and mathematics education has used a convergence education approach (STEAM education). Keywords: computational thinking, mathematics education, research trend analysis, science education

Computational thinking skills among high school students have become a global concern, especially in the context of the ever-evolving digital education era. However, the attention given by teachers to this skill during mathematics instruction has not been a priority. This study aims to evaluate and explore the impact of project-based learning (PBL) integrated with flipped classroom on high school students’ computational thinking skills in mathematics. The research design employed a mixed-method approach with a quasi-experimental, nonequivalent pre-test post-test control group design. The experimental group (46 students) and control group (45 students) were selected through simple random sampling from 12th-grade science students. Data were collected through tests, questionnaires, and in-depth interviews, using instruments such as computational thinking skills assessment questions, questionnaires, and interview protocols. Quantitative data analysis was performed using SPSS Version 26 for t-tests and ANOVA, while qualitative analysis was conducted using ATLAS.ti with an abductive-inductive and thematic approach. The findings indicate that PBL integrated with flipped classrooms significantly improved students’ decomposition, pattern recognition, and abstraction skills. The implementation of PBL, integrated with a flipped classroom, created an interactive learning environment, fostering active engagement and enhancing students’ understanding and skills in solving mathematical concepts. Although there was an improvement in algorithmic thinking skills, some students still faced difficulties in developing systematic solutions. The results of this study suggest that further research could explore other methodologies, such as grounded theory and case studies integrated with e-learning, and emphasize visual analysis methods, such as using photo elicitation to explore thinking skills.

ABSTRACTThere is a great deal of overlap between the set of practices collected under the term “computational thinking” and the mathematical habits of mind that are the focus of much mathematics instruction. Despite this overlap, the links between these two desirable educational outcomes are rarely made explicit, either in classrooms or in the literature. This paper presents Lattice Land, a computational learning environment and accompanying curriculum designed to support the development of mathematical habits of mind and promote computational thinking practices in high-school mathematics classrooms. Lattice Land is a mathematical microworld where learners explore geometrical concepts by manipulating polygons drawn with discrete points on a plane. Using data from an implementation in a low-income, urban public high school, we show how the design of Lattice Land provides an opportunity for learners to use computational thinking practices and develop mathematical habits of mind, including tinkering, experimentation, pattern recognition, and formalizing hypothesis in conventional mathematical notation. We present Lattice Land as a restructuration of geometry, showing how this new and novel representational approach facilitates learners in developing computational thinking and mathematical habits of mind. The paper concludes with a discussion of the interplay between computational thinking and mathematical habits of mind, and how the thoughtful design of computational learning environments can support meaningful learning at the intersection of these disciplines.

In order to create professional development experiences, curriculum materials, and policies that support elementary school teachers to embed computational thinking (CT) in their teaching, researchers and teacher educators must understand ways teachers see CT as connecting to their classroom practices. We interviewed 12 elementary school teachers, probing their understanding six components of CT (abstraction, algorithmic thinking, automation, debugging, decomposition, and generalization) and how those components relate to their math and science teaching. Results suggested that teachers saw stronger connections between CT and their mathematics instruction than between CT and their science instruction. We also found that teachers draw upon their existing knowledge of CT-related terminology to make connections to their math and science instruction that could be leveraged in professional development. Teachers were, however, concerned about bringing CT into teaching due to limited class time and the difficulties of addressing high level CT thinking in developmentally appropriate ways. We discuss these results and their implications future research and the design of curriculum and professional development.

This research examines the global trends regarding applying computational thinking (CT) in physics learning through a Systematic Literature Review (SLR) approach. By analyzing 30 selected articles published in 2019-2024, this study aims to provide insight into the types of research, subjects, instruments, physics materials, and supporting media used. The results showed that most studies focused on developing CT-based learning products, such as interactive modules and simulations, which were predominantly applied to high school students with materials such as electricity, temperature, and heat. Frequently used media include Scratch, Arduino, and Visual Python, which are proven to improve students' critical thinking, collaboration, and algorithmic skills. However, CT implementation is faced with challenges such as limited technology facilities, teacher training needs, and the complexity of curriculum integration. This research recommends the exploration of problem-, project-, and game-based learning approaches to support the development of CT at different levels of education. The results are expected to be the basis for developing more innovative and effective learning strategies to face the challenges of the 21st century.

Two global trends that can be observed in computing education all over the world are moving the beginning of teaching computing as a compulsory school subject to primary education and moving from the teachingof user approaches to digital technologies to computer science content. The Czech Republic is currently the scene of such changes within the ongoing reform of informatics education. This paper presents the visionsand principles that have served as the foundational framework for the reform initiative. A significant term for the introduction of computing in schools is programming. The key figure for the implementation of thechanges is the primary school teacher who has no background in computer science and no experience in the subject as a student. The topic of our inquiry is therefore the attitudes of primary teachers towards teachingprogramming at the time of the ongoing school reform. The aim of the research is to identify the personal, pedagogical and environmental factors that influence teachers’ attitudes towards teaching programming.We measured programming attitudes using Sun’s Teacher Programming Attitude Scale, while the relationship of these attitudes to teachers’ computational thinking was explored using Bebras Challenge tasks. A surveyof primary school teachers revealed a positive attitude towards the teaching of programming, coupled with very good computing skills. The study also found that previous experience in teaching programming is asignificant factor in influencing teachers’ positive attitudes towards the subject.

Notions such as STEAM education, computational thinking, gamification, and the manipulation of ICT (Artificial Intelligence, IoT, augmented reality, 3D printing or virtual reality), have appeared to configure what is known as Education 4.0. Under the Latin American context, and the economic, political, cultural and social situation of the countries that make up this geographical space, it is worth asking: to what extent has Education 4.0 been implemented, or some of its elements, unlike developed countries? Latin American educational systems, despite the global trend that seeks to assimilate the elements of this type of education, reflect a minority of countries possible to be classified as education 4.0, identifying the intelligible relationship between economic development and educational model.

In the early 2000s, computational thinking (CT) has emerged as an essential skill, and combining mathematics teaching with STEAM education is seen as an effective strategy to improve CT abilities. Over the past few decades, research on this educational strategy has increased significantly. This study evaluates the impact of STEAM-based mathematics teaching on CT skills among students and investigates major factors that contribute to their CT development. A meta-analytic review was conducted, encompassing 43 empirical studies listed in Scopus and published between 2017 and 2023. These studies included data from 7,807 students and produced 80 effect size estimates for analysis. By applying Q Cochrane and Z tests using CMA v.4 software, the results demonstrated a significant, moderately positive impact on students' CT skills. Additionally, variables such as duration of intervention, ICT utilization, and the type of mathematical content were found to significantly influence CT outcomes, while factors like educational level and learning setting did not. The implications for mathematics education are explored in depth.

There has been substantial research undertaken on the integration of computational thinking (CT) in K-12 mathematics education in recent years, particularly since 2018 when relevant systematic reviews were conducted on the topic. Many empirical studies in this area have yet to elaborate clearly and explicitly on how CT may support mathematics learning, or otherwise, in CT-based mathematics activities. Addressing this research gap, we conducted a systematic review on the integration of CT in K-12 mathematics education with a focus on CT-based mathematics instruction and students learning under such instruction. The Web of Science database was searched for in terms of studies published from 2006 to 2021, from which 24 articles were selected to provide illustrations of CT-based mathematics instruction and related student learning, and they were further analyzed according to education levels and contexts, programming tools, learning outcomes in CT and mathematics, and the mutual relationship between CT and mathematics learning. Among the results, this review found that geometrized programming and student-centered instructional approaches were facilitators of productive learning in CT and mathematics. Moreover, CT-based mathematics learning entails an interactive and cyclical process of reasoning mathematically and reasoning computationally, which can occur when: (1) applying mathematics to construct CT artefacts; (2) applying mathematics to anticipate and interpret CT outputs; and (3) generating new mathematical knowledge in parallel with the development of CT. The findings contribute to an in-depth understanding of what, and how, CT-based mathematics instruction impacts student learning in K-12 contexts.