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Shaping Mathematics Teachers' Competencies and Instructional Insights through Computational Thinking Professional Development

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Title: Shaping Mathematics Teachers' Competencies and Instructional Insights through Computational Thinking Professional Development
Language: English
Authors: Feyza Kurban, Hüseyin Bahadir Yanik, Aysegül Eryilmaz-Çevirgen, Burcu Durmaz
Source: Acta Didactica Napocensia. 2025 18(2):105-125.
Availability: Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Faculty Development, Mathematics Teachers, Computation, Thinking Skills, Mathematics Instruction, Teacher Competencies, Skill Development, Self Efficacy, Beliefs, Teacher Attitudes, Educational Strategies, Barriers, Middle School Teachers, High School Teachers, Coding, Teacher Effectiveness
ISSN: 2065-1430
Abstract: This study explores the impact of a structured computational thinking (CT)-focused professional development (PD) program on mathematics teachers' competencies and instructional insights. Designed as a practice-oriented initiative, the PD program primarily employed block-based coding activities while also incorporating modeling-based, hybrid (block-text), and introductory text-based coding tasks to support progressive development of CT skills within mathematics education. A mixed-methods design was employed with 28 mathematics teachers attending a six-module program on integrating CT into instructional practice. Quantitative data were collected using three instruments: the Programming-Oriented CT Scale, the Teacher Beliefs About Coding and CT Scale, and the TPACK-Math Scale, administered before and after the training. Semi-structured interviews were conducted with 12 selected participants to examine how the training shaped their pedagogical competence, instructional approaches, and perceived barriers. Quantitative results showed gains in CT (conceptual knowledge, algorithmic thinking), self-efficacy, pedagogical efficacy, and technology-related competencies. Thematic analysis identified three core themes: the impact of professional development (e.g., overcoming initial fears, increased student engagement, personalized resource creation), strategies for successful integration (e.g., early CT exposure, stepwise coding progression, building teacher competence), and challenges to implementation (e.g., curricular limitations, insufficient resources, resistance to change, infrastructural barriers).
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494698
Database: ERIC
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  Data: Shaping Mathematics Teachers' Competencies and Instructional Insights through Computational Thinking Professional Development
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  Data: <searchLink fieldCode="AR" term="%22Feyza+Kurban%22">Feyza Kurban</searchLink><br /><searchLink fieldCode="AR" term="%22Hüseyin+Bahadir+Yanik%22">Hüseyin Bahadir Yanik</searchLink><br /><searchLink fieldCode="AR" term="%22Aysegül+Eryilmaz-Çevirgen%22">Aysegül Eryilmaz-Çevirgen</searchLink><br /><searchLink fieldCode="AR" term="%22Burcu+Durmaz%22">Burcu Durmaz</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Acta+Didactica+Napocensia%22"><i>Acta Didactica Napocensia</i></searchLink>. 2025 18(2):105-125.
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  Data: Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
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  Data: 21
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  Data: <searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Coding%22">Coding</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink>
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  Data: This study explores the impact of a structured computational thinking (CT)-focused professional development (PD) program on mathematics teachers' competencies and instructional insights. Designed as a practice-oriented initiative, the PD program primarily employed block-based coding activities while also incorporating modeling-based, hybrid (block-text), and introductory text-based coding tasks to support progressive development of CT skills within mathematics education. A mixed-methods design was employed with 28 mathematics teachers attending a six-module program on integrating CT into instructional practice. Quantitative data were collected using three instruments: the Programming-Oriented CT Scale, the Teacher Beliefs About Coding and CT Scale, and the TPACK-Math Scale, administered before and after the training. Semi-structured interviews were conducted with 12 selected participants to examine how the training shaped their pedagogical competence, instructional approaches, and perceived barriers. Quantitative results showed gains in CT (conceptual knowledge, algorithmic thinking), self-efficacy, pedagogical efficacy, and technology-related competencies. Thematic analysis identified three core themes: the impact of professional development (e.g., overcoming initial fears, increased student engagement, personalized resource creation), strategies for successful integration (e.g., early CT exposure, stepwise coding progression, building teacher competence), and challenges to implementation (e.g., curricular limitations, insufficient resources, resistance to change, infrastructural barriers).
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1494698
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 105
    Subjects:
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Coding
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
    Titles:
      – TitleFull: Shaping Mathematics Teachers' Competencies and Instructional Insights through Computational Thinking Professional Development
        Type: main
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            NameFull: Feyza Kurban
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            NameFull: Hüseyin Bahadir Yanik
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            NameFull: Aysegül Eryilmaz-Çevirgen
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              Type: published
              Y: 2025
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              Value: 2065-1430
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              Value: 18
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