Integration of computational thinking activities in Grade 10 mathematics learning

Sam Ramaila; Hlulani Shilenge

doi:10.20525/ijrbs.v12i2.2372

Authors

Sam Ramaila Associate Professor, Department of Science and Technology Education, University of Johannesburg, Box 524, Auckland Park, 2006, Johannesburg, South Africa https://orcid.org/0000-0002-7351-477X
Hlulani Shilenge Department of Science and Technology Education, University of Johannesburg, Box 524, Auckland Park, 2006, Johannesburg, South Africa https://orcid.org/0000-0002-2152-7034

DOI:

https://doi.org/10.20525/ijrbs.v12i2.2372

Keywords:

Computational Thinking, Grade 10, Mathematics Learning

Abstract

This study explored integrating computational thinking (CT) activities in mathematics learning in Grade 10 classrooms in South African township, suburban and independent schools. The inquiry adopted a mixed method approach as part of an exploratory, descriptive survey design and involved purposively selected Grade 10 learners as participants. Quantitative data were collected through the administration of questionnaires among the participants. Qualitative data was collected through semi-structured interviews and activities involving integrating computational thinking activities in mathematics learning. The empirical investigation underpins the Cultural Historical Activity Theory (CHAT) as the theoretical framework. Key findings from the study revealed that the integration of computational thinking activities in mathematics learning promises to be an effective means to enhance learners’ understanding of mathematics content. In addition, the participants demonstrated a positive disposition towards computational thinking. The participants perceived computational thinking as a vital tool that can be harnessed to develop problem-solving skills in mathematics classrooms. The study findings provide critical theoretical implications for pedagogic innovation.

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References

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