An Analysis of Mathematics Teaching and Learning Process to Enhance Computational Thinking: The Case of Straight-Line Equations
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| Title: | An Analysis of Mathematics Teaching and Learning Process to Enhance Computational Thinking: The Case of Straight-Line Equations |
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| Language: | English |
| Authors: | I Made Suarsana, Al Jupri, Didi Suryadi, Elah Nurlaelah, I Gusti Nyoman Yudi Hartawan |
| Source: | Mathematics Teaching Research Journal. 2025 17(2):226-254. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Mathematics Instruction, Teaching Methods, Learning Processes, Instructional Design, Instructional Improvement, Equations (Mathematics), Grade 8, Mathematics Teachers, Inquiry, Active Learning, Pattern Recognition, Mathematical Concepts, Thinking Skills, Algorithms, Technology Integration, Teacher Attitudes, Digital Literacy, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 2573-4377 |
| Abstract: | Mathematical and computational thinking (CT) are closely interrelated, yet CT integration into mathematics instruction remains limited. This study aims to analyze the effectiveness of the teaching process for straight-line equations in enhancing students' CT skills and to propose improvements based on the findings. A qualitative case study involved 32 eighth grade students and a mathematics teacher. Data were collected through classroom observations, CT-based tests, and in-depth interviews. The findings show that teaching was mainly based on direct instruction using habituation problem tasks, resulting in low student participation and underdeveloped CT skills. In particular, 75% of the students had difficulty with decomposition, pattern identification, abstraction, and algorithmic thinking, showing difficulty applying mathematics to CT problem-solving contexts. These findings suggest the need for instructional redesign: inquiry-based learning and technology integration to foster CT development. The study provides practical implications for improving mathematics instruction by promoting active learning approaches that enhance CT. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474243 |
| Database: | ERIC |
| Abstract: | Mathematical and computational thinking (CT) are closely interrelated, yet CT integration into mathematics instruction remains limited. This study aims to analyze the effectiveness of the teaching process for straight-line equations in enhancing students' CT skills and to propose improvements based on the findings. A qualitative case study involved 32 eighth grade students and a mathematics teacher. Data were collected through classroom observations, CT-based tests, and in-depth interviews. The findings show that teaching was mainly based on direct instruction using habituation problem tasks, resulting in low student participation and underdeveloped CT skills. In particular, 75% of the students had difficulty with decomposition, pattern identification, abstraction, and algorithmic thinking, showing difficulty applying mathematics to CT problem-solving contexts. These findings suggest the need for instructional redesign: inquiry-based learning and technology integration to foster CT development. The study provides practical implications for improving mathematics instruction by promoting active learning approaches that enhance CT. |
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| ISSN: | 2573-4377 |
