Abstract:

This study examines the initial conceptions of 189 Portuguese preservice elementary school teachers regarding computational thinking (CT), within the context of its recent inclusion as a transversal skill in the revised Portuguese mathematics curriculum. As CT is expected to be developed systematically across mathematical topics, understanding how future teachers perceive this competence is essential for designing effective teacher education programs.

The study is part of an ongoing project aimed at integrating CT into initial teacher training. Data were collected through a questionnaire administered to students enrolled in a Basic Education degree at a Portuguese higher education institution (77 first-year, 55 second-year, and 57 third-year students). The instrument included two open-ended questions asking participants to list three words associated with CT and to propose a definition. A qualitative content analysis was conducted, supported by prior coding of responses, which led to the emergence of three analytical categories: CT associated with mathematical skills, CT resulting from the use of technology, and CT as a transversal skill.

CT is widely understood as a fundamental problem-solving competence grounded in concepts from computer science, including abstraction, decomposition, pattern recognition, and algorithmic thinking. However, it extends beyond programming and technological artefacts, involving cognitive processes that enable individuals to conceptualize and solve complex problems across contexts. Importantly, CT can be developed without the use of digital technologies, through carefully designed tasks that promote reasoning, creativity, collaboration, and communication.

The findings indicate that most preservice teachers (48%) associate CT primarily with mathematical skills, particularly problem-solving, as well as logical reasoning and, to a lesser extent, programming. A significant proportion (25%) explicitly links CT to the use of technology, frequently referring to computers, robotics, or artificial intelligence. In contrast, only a small minority (4%) conceptualizes CT as a transversal competence connected to broader skills such as creativity and innovation. Additionally, between 19% and 26% of respondents provided non-relevant answers or did not respond, suggesting limited familiarity with the concept.

These results highlight that, although preservice teachers recognize key aspects of CT, their understanding remains partial and often constrained by a strong association with technology. This misconception may hinder the effective integration of CT into classroom practice. Therefore, it is crucial that initial teacher education programs explicitly address the conceptual foundations of CT, emphasizing its transversal nature and its applicability beyond digital contexts. By doing so, future teachers will be better equipped to design and implement meaningful learning experiences aligned with current curricular demands.

Keywords:

Computational thinking, Preservice teachers, Preconceptions, Mathematics education.