Abstract
The present study aims to investigate the effects of differentiated computer-based mathematical activities on computational thinking and attitude toward mathematics. "Pre-test, post-test experimental-control group design" was used. The sample of the study consists of 22 gifted students. Eleven students are in the experimental group; the other is in the control group. The computational thinking and attitude toward mathematics scale have been used as data collection tools. Mann-Whitney U test and Wilcoxon-Z test were used to analyze quantitative data. It was seen that the experimental and control group's computational thinking skills differed significantly in creativity and algorithmic thinking dimensions. There is a significant difference in attitude toward mathematics regarding study and requirements. Computer-based mathematical activities have positively affected the creativity and algorithmic thinking dimensions of computational thinking. These activities have improved the anxiety and study dimensions of the attitude toward mathematics. These activities should be developed more and disseminated.
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