Investigating the Integration of Computational Thinking into Mathematics through Pre-Service Math Teachers’ Instructional Designs

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 05: Pre-Service Teacher Coursework and Clinical Practice Virtual Poster Session

Abstract

This study examines how pre-service mathematics teachers (PMTs) integrated computational thinking (CT) into middle school mathematics tasks and problems by engaging with components such as decomposition, pattern recognition, abstraction, and algorithmic thinking. Using a design-based learning approach, 39 PMTs participated in iterative cycles of task and problem design, supported by feedback and formative guidance. Results showed significant improvements in CT integration from the first to the second design cycle, especially in abstraction and algorithmic thinking. Plugged activities were more common in algebra and geometry tasks, encouraging deeper engagement with CT. The study demonstrates how CT can be meaningfully integrated into diverse mathematical contexts—beyond coding or tool use—through pedagogically grounded design experiences, offering a practical process for teacher education.

Authors

• Rumeysa Beyazhancer, Bursa Uludag University

• Barış Demir, Kocaeli University