Task Design and Intervention Model for Integrating Computational Thinking into Primary Mathematics.
Saved in:
| Title: | Task Design and Intervention Model for Integrating Computational Thinking into Primary Mathematics. |
|---|---|
| Authors: | PARVIAINEN, Marika1,2 mhparv@utu.fi |
| Source: | Informatics in Education. Jun2026, Vol. 25 Issue 2, p111-134. 24p. |
| Subject Terms: | *Computational thinking, *Mathematics education (Primary), *Problem solving, *Computer assisted instruction, *Mathematical ability, *Learning analytics, *Instructional systems design, *Educational intervention |
| Abstract: | The integration of computational thinking (CT) into mathematics education has attracted increasing attention; however, there is limited methodological clarity about how CT can be systematically embedded in primary mathematics instruction. In particular, empirical research linking CT to multi-step mathematical problem-solving remains scarce. This paper presents the design and implementation of a task-based intervention model developed within the DigiMaths4All project. The model incorporates CT into primary mathematics through a structured framework for task selection and design, combined with implementation in a technology-enhanced learning environment (ViLLE). Mathematical tasks focus on arithmetic fluency and multi-step problem solving, while CT tasks are tailored to operationalize key processes such as decomposition, abstraction, algorithmic thinking, and debugging. The intervention was carried out through a class-based randomized controlled trial in primary education, comparing traditional instruction with technology-supported approaches, including an integrated mathematics CT model. The study uses a mixed-methods approach, incorporating assessments and learning analytics data to examine implementation processes. The main contribution of this paper is methodological. It offers a replicable framework for (1) designing interventions that incorporate CT into mathematics, (2) selecting and constructing aligned task sets, and (3) implementing these tasks within an analytics-driven digital environment. The findings enhance understanding of how CT can be operationalized to support mathematical problem solving in primary education. [ABSTRACT FROM AUTHOR] |
| Copyright of Informatics in Education is the property of Informatics in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 195847624 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Task Design and Intervention Model for Integrating Computational Thinking into Primary Mathematics. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22PARVIAINEN%2C+Marika%22">PARVIAINEN, Marika</searchLink><relatesTo>1,2</relatesTo><i> mhparv@utu.fi</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Informatics+in+Education%22">Informatics in Education</searchLink>. Jun2026, Vol. 25 Issue 2, p111-134. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Computational+thinking%22">Computational thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education+%28Primary%29%22">Mathematics education (Primary)</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability%22">Mathematical ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+analytics%22">Learning analytics</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The integration of computational thinking (CT) into mathematics education has attracted increasing attention; however, there is limited methodological clarity about how CT can be systematically embedded in primary mathematics instruction. In particular, empirical research linking CT to multi-step mathematical problem-solving remains scarce. This paper presents the design and implementation of a task-based intervention model developed within the DigiMaths4All project. The model incorporates CT into primary mathematics through a structured framework for task selection and design, combined with implementation in a technology-enhanced learning environment (ViLLE). Mathematical tasks focus on arithmetic fluency and multi-step problem solving, while CT tasks are tailored to operationalize key processes such as decomposition, abstraction, algorithmic thinking, and debugging. The intervention was carried out through a class-based randomized controlled trial in primary education, comparing traditional instruction with technology-supported approaches, including an integrated mathematics CT model. The study uses a mixed-methods approach, incorporating assessments and learning analytics data to examine implementation processes. The main contribution of this paper is methodological. It offers a replicable framework for (1) designing interventions that incorporate CT into mathematics, (2) selecting and constructing aligned task sets, and (3) implementing these tasks within an analytics-driven digital environment. The findings enhance understanding of how CT can be operationalized to support mathematical problem solving in primary education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Informatics in Education is the property of Informatics in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195847624 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.15388/infedu.2604.023 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 111 Subjects: – SubjectFull: Computational thinking Type: general – SubjectFull: Mathematics education (Primary) Type: general – SubjectFull: Problem solving Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Mathematical ability Type: general – SubjectFull: Learning analytics Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Educational intervention Type: general Titles: – TitleFull: Task Design and Intervention Model for Integrating Computational Thinking into Primary Mathematics. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: PARVIAINEN, Marika IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 16485831 Numbering: – Type: volume Value: 25 – Type: issue Value: 2 Titles: – TitleFull: Informatics in Education Type: main |
| ResultId | 1 |
