Unveiling the nexus: Computational thinking and mathematical modelling in K-12 education- a teacher-centric exploration

IF 5.3 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-10-30 DOI:10.1016/j.tsc.2025.102049

Behiye Dinçer Aksoy , Filiz Kuşkaya Mumcu , Berna Cantürk Günhan

{"title":"Unveiling the nexus: Computational thinking and mathematical modelling in K-12 education- a teacher-centric exploration","authors":"Behiye Dinçer Aksoy , Filiz Kuşkaya Mumcu , Berna Cantürk Günhan","doi":"10.1016/j.tsc.2025.102049","DOIUrl":null,"url":null,"abstract":"<div><div>This study explores how Computational Thinking (CT) components overlap with the phases of mathematical modelling within the context of a Teacher Development Course (TDC). The course was designed, developed, implemented, and assessed to enhance teachers’ cognitive actions in integrating CT with mathematical modelling. This research study was conducted with three mathematics teachers and one computer science teacher. Data were collected through CT component worksheets and video recordings, and analysed based on Borromeo-Ferri’s (2006) modelling cycle and the study’s CT framework. The study’s findings indicate that modelling processes enhanced teachers’ CT skills, while CT components made the modelling process more structured and reflective, revealing a reciprocal relationship between modelling and CT. The study proposes an original interdisciplinary framework linking teachers’ cognitive actions to CT integration, offering both theoretical and practical contributions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102049"},"PeriodicalIF":5.3000,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Thinking Skills and Creativity","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1871187125002974","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/10/30 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

Abstract

This study explores how Computational Thinking (CT) components overlap with the phases of mathematical modelling within the context of a Teacher Development Course (TDC). The course was designed, developed, implemented, and assessed to enhance teachers’ cognitive actions in integrating CT with mathematical modelling. This research study was conducted with three mathematics teachers and one computer science teacher. Data were collected through CT component worksheets and video recordings, and analysed based on Borromeo-Ferri’s (2006) modelling cycle and the study’s CT framework. The study’s findings indicate that modelling processes enhanced teachers’ CT skills, while CT components made the modelling process more structured and reflective, revealing a reciprocal relationship between modelling and CT. The study proposes an original interdisciplinary framework linking teachers’ cognitive actions to CT integration, offering both theoretical and practical contributions.

查看原文本刊更多论文

揭示联系：K-12教育中的计算思维和数学建模——以教师为中心的探索

本研究探讨了在教师发展课程（TDC）的背景下，计算思维（CT）组件如何与数学建模阶段重叠。本课程的设计、开发、实施及评估，旨在提升教师整合CT与数学建模的认知能力。本研究以三位数学教师和一位计算机教师为研究对象。通过CT组件工作表和视频记录收集数据，并根据Borromeo-Ferri（2006）的建模周期和研究的CT框架进行分析。研究结果表明，建模过程提高了教师的CT技能，而CT组件使建模过程更具结构化和反思性，揭示了建模与CT之间的相互关系。本研究提出了一个原创的跨学科框架，将教师的认知行为与CT整合联系起来，提供了理论和实践的贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.