Computational thinking in mathematics education: A systematic review
Computational thinking (CT) is a fundamental ability for all students at all levels. CT has been one of the processes to solve problems that are considered a skill that all students need to develop in this new era of education, namely Education 4.0 aligns with the Fourth Industrial Revolution (4IR)....
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| Main Authors: | , , , , |
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| Format: | Conference or Workshop Item |
| Published: |
2022
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/100389/ http://dx.doi.org/10.1063/5.0102618 |
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| Institution: | Universiti Teknologi Malaysia |
| Summary: | Computational thinking (CT) is a fundamental ability for all students at all levels. CT has been one of the processes to solve problems that are considered a skill that all students need to develop in this new era of education, namely Education 4.0 aligns with the Fourth Industrial Revolution (4IR). When talking about problem-solving, it is always related to mathematics. As CT enhances problem-solving skills, it is one of the essential aspects of the mathematics subject. In this sense, this article presents a systematic literature review on determining how CT relates to mathematics education - guided by the PRISMA Statement review method, a systematic review of Scopus directed by four related stages. Most of the studies present the usage of software tools to enhance CT development in mathematics learning and solve a mathematical problem. |
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