Abstract:

Computational thinking (CT), as a skill that converges problem-solving, complex systems, and human behaviour, is a theme of exponential interest in the last few years. CT not only allows to solve complex problems based on computer science principles but also provides students with the tools to think about algorithm solutions. These skills have been increasingly valued, even in upper-secondary education, to mitigate issues that may later arise, specifically when students attend Computer Science or other related courses at an university level. Nevertheless, even on an everyday basis, the ability to solve complex problems manifested into problem-solving skills is essential to face diverse challenges during the students’ professional life.

Mathematical thinking is intrinsically related to CT, being relevant for developing 21st century technical and professional skills as well as supporting learners to experience the connections between these two fields. Related to mathematical thinking are programming, abstract thinking, problem-solving: abilities that can be conveyed through CT.

There are several published systematic reviews articles focusing on CT development, for different audiences, namely K-9-, K-12-, higher education, among others. Nonetheless, this article overviews the last ten years (i.e. 2011 to November 2021) of CT research in the Mathematics field, gathering literature regarding upper-secondary education.

The review was conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 statement. Besides the time frame, the inclusion criteria were:
(i) at least peer-reviewed articles to assure the research’s quality;
(ii) articles written in Portuguese or English;
(iii) frame in the Mathematical subject field; and
(iv) only conference papers, articles, and book chapters.

All papers that did not fulfil these parameters were part of the exclusion criteria, such as editorial documents, reviews, full books, notes, or short surveys. This query on the database SCOPUS resulted in 27 documents to be analysed.

This article overviews ten years of educational and pedagogical practices, tools to assist the introduction of CT in secondary school education, and the overall contribution of CT in Mathematics.

Keywords:

Computational Thinking, Upper-secondary Education, Mathematics, Systematic Review.