Abstract:

This study presents an innovative approach to Technology-enhanced learning (TEL) that leverages digital tools, interactive environments, and active methodologies to promote computational thinking as a fundamental component of mathematical learning.

TEL refers to the use of digital tools to enrich, support or transform teaching and learning processes. Rather than simply digitizing traditional practices, TEL focuses on leveraging technology to create new learning opportunities, such as interactive exploration, feedback and collaboration. Technological devices can be used to promote the development of computational thinking in students. Computational thinking (CT) has become an essential skill to foster students in the 21st century, but its integration into mathematics teaching remains limited. Educational practices are gradually being introduced, but there is a clear need to propose educational practices and investigate their impact on students. Based on current research, promoting CT can encourage the use of logical and mathematical reasoning, helping students to reason and develop new ways of thinking and problem-solving strategies. Furthermore, computational thinking and mathematical reasoning enable students to evaluate and compare proposed solutions, generate hypotheses and present arguments. CT can be significantly enhanced through block programming, as this visual approach allows students to break down problems, design algorithms, and experiment with solutions in an intuitive and accessible way. Block programming can be configured as an open-ended task, susceptible to being solved using multiple iterative strategies, which encourage creative exploration, informed decision-making, and the development of logical reasoning on the part of students. CT is a type of analytical thinking that, like mathematical thinking, involves approaching problem solving through decomposition, algorithms, abstraction and automation. However, little research has been conducted that integrates digital tools and active methodologies. This intervention therefore proposed an innovative educational approach, integrating educational technology devices and active methodologies to promote CT in mathematics.

This research aims to evaluate the impact on students through an innovative intervention involving the creation of a calculator based on block-based programming to develop skills such as abstraction, algorithmic reasoning, decomposition, and generalization and analyzing their interest in using technological practices through block-based programming for mathematics courses. The results showed that students’ interest in using TEL based on block-based programming for mathematics courses has increased after the intervention. Finally, this work contributes to the ongoing dialogue on educational innovation by offering a scalable framework for integrating CT into mathematics classrooms through meaningful and pedagogically grounded uses of technology. Additionally, it offers examples of educational practices that encourage reasoning and problem-solving could help students to gain a deeper understanding of the content by engaging them in mathematical thinking.

Keywords:

Block-based programming, computational thinking (CT), mathematics education, technology-enhanced learning (TEL).