The significance of integrating computational thinking education into mathematics education In senior primary school

The significance of integrating computational thinking education into mathematics education In senior primary school

• Leung, Herman Yu Hin The Education University of Hong Kong

2023

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCC Teaching Methods & Their Outcomes
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
    • GDC Teaching Methods & Their Outcomes

Education Coding Computational Thinking Mathematics STEAM

• Hong Kong

• 1997.7 onwards

• Primary Education

The Hong Kong Education Bureau's paper titled "Computational Thinking – Coding Education: Supplement to the Primary Curriculum" published in 2020 has been a crucial step towards encouraging CT and coding education in Primary 4 to Primary 6 in Hong Kong. With technology increasingly being utilized in various industries, it has become crucial for students to acquire knowledge and skills necessary to thrive in the digital era. Computational Thinking (CT) has been demonstrated as a method of problem-solving that has helped students become better problem solvers and fostered a deeper understanding of mathematical concepts. Therefore, incorporating CT into Mathematics Education (ME) has become a subject of much research in recent years, especially since systematic reviews have been carried out.In line with the Hong Kong Education Bureau (EDB)'s proposal, the Hong Kong Curriculum Development Council (CDC) has also emphasized the value of CT and coding instruction in preparing students for the digital era. Thus, the three-year study that has been conducted from January 2021 to May 2023 aims to examine the significance and impact of integrating CT into ME in senior primary education in Hong Kong.This study has concentrated on Hong Kong senior primary children, particularly those in Primary 6, and has employed a multi-phase approach. Initially, a comprehensive review of the current state of research on CT and ME has been conducted to inform the study design. Subsequently, data has been gathered from students, teachers, and schools using surveys and assessments. Statistical techniques have been applied to evaluate the collected data, focusing on establishing the relationship between CTE and ME, analyzing students' motivation to learn mathematics through CTE, and identifying the advantages of incorporating CTE into ME, including its impact on students' mathematical performance.The study uncovered several key findings concerning the integration of CT into ME in senior primary schools. First, incorporating CT can boost students' engagement and motivation in mathematics by making the subject more relevant and captivating. Second, CT can support the development of mathematical thinking and problem-solving skills by offering tools and approaches that encourage critical and creative thinking. Third, CT can foster students' understanding of mathematical concepts and processes by providing visual and interactive representations of these concepts and processes.Preliminary findings indicate a positive correlation between the integration of CT into mathematics instruction and improved problem-solving skills among students. Additionally, students who have been exposed to CT-based activities have demonstrated increased interest and success in arithmetic. These results are in alignment with prior studies conducted by Kong et al. (2018) and Benton et al. (2018).The results of this study are expected to provide significant insights into the advantages of incorporating CTE into mathematics instruction, inform the creation of educational policies in Hong Kong and elsewhere, and prepare students adequately for the digital era. The study will also contribute to the expanding body of research on CT and ME and inform future research on the subject. All rights reserved.

EdD

The Education University of Hong Kong

Hong Kong

• English

Dissertation Theses

https://bibliography.lib.eduhk.hk/bibs/99afa515

2024-06-17