Interrelations and Overlaps Between Computational and Algebraic Thinking: A Cross-National Study in Schools
Lecture Notes in Computer Science, Creative Mathematical Sciences Communication, Maarten Löffler,Alice Raffaele,Francesco Silvestri, Editör, Springer Nature, Luzern, ss.257-272, 2026
- Yayın Türü: Kitapta Bölüm / Diğer
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/978-3-032-38887-2
- Yayınevi: Springer Nature
- Basıldığı Şehir: Luzern
- Sayfa Sayıları: ss.257-272
- Editörler: Maarten Löffler,Alice Raffaele,Francesco Silvestri, Editör
- Ankara Üniversitesi Adresli: Evet
Özet
Computational thinking (CT) and algebraic thinking (AT) are increasingly recognised as key 21st-century competencies. While both are central to education and society, their interrelationship remains underexplored. This mixed-methods study investigated connections between CT and AT using assessment data from 1,694 students aged 9–14 across six countries. Quantitative analyses—including correlation, linear regression, and confirmatory factor analysis (CFA)—showed moderate overall correlations between CT and AT, with associations strengthening with age. A seven-factor CFA model (CT and six AT sub-skills) provided the best fit across all age groups. Content analysis of assessment items indicated conceptual and procedural overlaps between the two domains. The findings suggest that successful completion of CT tasks may involve cognitive processes commonly associated with AT, and vice versa. Overall, these results enhance understanding of CT–AT relationships and offer practical guidance for curriculum design, assessment, and interdisciplinary pedagogy in schools.