Informatics in Education logo


Login Register

  1. Home
  2. Issues
  3. Volume 24, Issue 2 (2025)
  4. Bridging Algebraic and Computational Thi ...

Informatics in Education

INFORMATION Submit your article Help
  • Article info
  • Related articles
  • More
    Article info Related articles

Bridging Algebraic and Computational Thinking: Impacts on Student Development in K–12 Education
Volume 24, Issue 2 (2025), pp. 343–376
Pál Sarmasági   Anikó Rumbus   Javier Bilbao   András Margitay-Becht   Zsuzsa Pluhár   Carolina Rebollar   Valentina Dagienė  

Authors

 
Placeholder
https://doi.org/10.15388/infedu.2025.13
Pub. online: 30 June 2025      Type: Article      Open accessOpen Access

Published
30 June 2025

Abstract

Algebraic Thinking (AT) and Computational Thinking (CT) are pivotal competencies in modern education, fostering problem-solving skills and logical reasoning among students. This study presents the initial hypotheses, theoretical framework, and key steps undertaken to explore characterized learning paths and assign practice-relevant tasks. This article investigates the relationship between AT and CT, their parallel development, and the creation of integrated learning paths. Analyses of mathematics and computer science/informatics curricula across six countries (Finland, Hungary, Lithuania, Spain, Sweden, and Türkiye) informed the development of tasks aligned with consolidated national curricula. Curricula were analysed using statistical methods, and content analysis to identify thematic patterns. To validate the effectiveness of the developed tasks for AT and CT, an assessment involving 208 students in K-12 across various grade levels (students aged 9–14) was conducted, with results analysed both statistically and qualitatively. Subsequently, a second quantitative study was carried out among teachers participating in a workshop, providing further insights into the practical applicability of the tasks. The research process was iterative, encompassing cycles of analysis, synthesis, and testing. The study also paid special attention to unplugged activities – tasks that help students learn CT without using computers or digital tools. A local workshop in Hungary, where 26 tasks were tested with students from different grade levels, showed that developing CT and AT effectively requires more time and practice, especially in key topics. The findings underscore the importance of integrating AT and CT through thoughtfully designed learning paths and tasks, including unplugged activities, to enhance students’ proficiency in these areas. This study contributes to the development of innovative educational programs that address the evolving digital competencies required in contemporary education.

Related articles PDF XML
Related articles PDF XML

Copyright
No copyright data available.
Open access article under the CC BY license.

Keywords
computational thinking algebraic thinking learning path unplugged activities

Metrics
since February 2020
9

Article info
views

0

Full article
views

2

PDF
downloads

1

XML
downloads

Export citation

Copy and paste formatted citation
Placeholder

Download citation in file


Share


RSS

INFORMATICS IN EDUCATION

  • Online ISSN: 2335-8971
  • Print ISSN: 1648-5831
  • Copyright © 2024 Vilnius University
  •  

For contributors

  • Submit
  • OA Policy

Contact us

  • Institute of Data Science and Digital Technologies,
  • Vilnius University, Akademijos St. 4, 08412, Vilnius, Lithuania
  • E-mail: gabriele.stupuriene@mif.vu.lt
Powered by PubliMill  •  Privacy policy