Computational Thinking (CT) Activities in Mathematics Education for Fourth grade in Jordan: Activities, Benefits, Challenges, and Perspective
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.