COMPUTATIONAL THINKING IN MATHEMATICS EDUCATION: A SYSTEMATIC REVIEW OF TRENDS AND INNOVATION IN THE DIGITAL ERA

Abstract

This systematic literature review aims to explore the trends and innovations in the integration of computational thinking within mathematics education in the digital era. A total of 23 relevant articles were analyzed using a systematic review methodology. The review followed three main phases: identification, selection, and data analysis. All articles were sourced from the Scopus database, and the review process adhered to the PRISMA 2020 guidelines. Data were analyzed using both descriptive statistics and thematic analysis. The findings reveal a growing research trend, with the number of publications increasing steadily from 2016 to 2024. Quantitative methods dominate the field, accounting for 65% of the studies reviewed. This growth reflects a rising interest in and the perceived importance of integrating computational thinking into mathematics education through innovative approaches. Notably, the STEAM learning model and the use of Scratch as a digital tool emerged as the most frequently adopted pedagogical strategies. Most studies reported significant improvements in students' computational thinking abilities. However, some studies noted limited outcomes due to constraints such as time, task complexity, and the need for more flexible and adaptive teaching methods.