Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Doctor of Philosophy

Program

Education

Supervisor

Immaculate Namukasa

Abstract

Integrating technology into the education field is on the rise. Accordingly, researchers have claimed that technology and computational thinking (CT) are considered to be central skills and essential competences for each student to have in the 21st-century. Thus, this qualitative PhD study explores the nature of student engagement during CT activities for mathematics education in Jordan. It specifically takes the case of mathematics activities in which CT is integrated. Accordingly, this study investigates three main domains: how students learn mathematical concepts while working on CT activities; the benefits and challenges that students face when they are acting and interacting in CT activities; and students’ feedback and suggestions.

The theoretical formulations of social constructivism and constructionism as well as the phases of using digital technology have been adapted as the framework for this study. Specifically, this study draws from the CT activities of agency, access, abstraction, automation, and audience and pedagogies.

In this qualitative study of thirty grade four students from three school forms (international, private and public) who participated in the CT workshops, data was collected through observations, interviews, and reflection forms.

From participants’ data, the extent to which the CT activities help in understanding mathematical concepts are investigated. Specifically, the study determined that the four CT activities used (Scratch Program, Sphero Robot, Symmetry App, and Building Cups) are helping students understand mathematical concepts. Additionally, it revealed that CT activities encouraged students to work in groups. Furthermore, it showed participants suggesting the integration of CT activities in mathematics curriculum helps them better understand mathematical concepts.

This study is limited due to the sample which focused on grade four students in only three school forms. For future studies, I recommend extending this study to include more schools, more time, and more specific CT tools. This is to give students an opportunity to have a more in-depth understanding of CT activities. Additionally, the implications for school boards are to offer more CT workshops for longer periods and provide adequate devices to give students an opportunity to master CT activities.

Summary for Lay Audience

Computational thinking (CT), a set of thinking patterns inspired by core computer science processes, is a term used in the 1950s (Aho, 2011). Researchers noted there is a need for further research to be conducted focusing on introducing and integrating CT into school curriculum (Angeli et al., 2016). This is attributed to the continuous growth of technology dependence and usage in this era.

This study is conducted in a Middle Eastern country (namely Jordan) focusing on grade four students studying at international, private, and public schools. It investigates: (i) how students learn learning mathematical concepts while working on computational thinking activities; (ii) the benefits and challenges that students face when acting and interacting in computational thinking activities; and (iii) the feedback and suggestions received from students following the computational thinking (CT) activities. The data used for analysis was collected through observations, interviews, and reflection forms of each participant.

The participants in this study worked on four CT activities: (i) Scratch Program (which is a coding and design app), (ii) Sphero Robot (a ball shape robot), (iii) Symmetry App (mathematics and coding app), and (iv) Building Cups (unplugged activity). Participants found these activities were helping them understand mathematical concepts and encouraging them to work as a group during CT sessions. Furthermore, participants suggested incorporating CT activities in mathematics curriculum, explaining it would enhance and help them better understand mathematical concepts.

The limitations of this study are that the sample only focused on grade four students in three different types of schools. For future studies, I suggest expanding the study to include more schools and involve more specific CT tools for mathematics education. I also suggest extending the time allocated to CT workshops to allow for a deeper understanding of CT activities, specially, Sphero robot as students suggested.

The implications for school boards are to offer more CT workshops for longer periods and multiple times a year in addition to provide adequate devices to give students an opportunity to master CT activities.

Download

Available for download on Monday, August 31, 2026

Share

COinS