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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Learning number patterns through computational thinking activities: A Rasch model analysis.

Shiau-Wei Chan1, Chee-Kit Looi2, Weng Kin Ho2

  • 1Faculty of Technology Management and Business, Universiti Tun Hussein Onn Malaysia, 86400, Parit Raja, Batu Pahat, Johor, Malaysia.

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PubMed
Summary
This summary is machine-generated.

Integrating computational thinking (CT) activities into secondary mathematics lessons did not significantly improve overall student performance. However, some students in the CT group showed marked improvements in number pattern learning.

Keywords:
Computational thinkingMathematics educationNumber patternsQuasi-experimentRasch model

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Area of Science:

  • Mathematics Education
  • Educational Technology
  • Cognitive Science

Background:

  • Computational thinking (CT) is increasingly integrated into mathematics curricula.
  • Research on the practical impact of CT on student mathematics learning in classrooms is limited.
  • Understanding the link between CT and mathematical performance is crucial for effective pedagogy.

Purpose of the Study:

  • To investigate the effect of CT activities on secondary students' mathematics learning performance in Singapore.
  • To examine the impact of CT on the topic of number patterns.
  • To provide empirical evidence on the infusion of CT practices in mathematics education.

Main Methods:

  • A quasi-experimental study involving 106 Secondary One students.
  • An experimental group received CT-infused activities (on- and off-computer), while a control group did not.
  • The Rasch model (partial credit version) was used to analyze pretest and posttest data.

Main Results:

  • No significant overall difference in mathematics learning performance between the experimental and control groups.
  • The hypothesis that CT integration improves mathematics learning was not supported by group data.
  • Individual students in the experimental group demonstrated significant improvements, unlike the control group.

Conclusions:

  • CT integration did not yield significant overall improvements in mathematics learning for the studied group.
  • While group performance was similar, CT activities may benefit certain individual learners.
  • Further research is needed to optimize CT integration strategies in mathematics classrooms.