Instructional design in mathematics education enriched with design thinking and computational thinking
Bibliographic Data
| ID | 21348294 |
|---|---|
| Authors | Melike Nur Köroğlu (0000-0003-0096-534X, Department of Digital Transformation in Learning, Interdisciplinary Transformation University, corresponding author), Bahadır Yıldız (0000-0003-4816-3071, Hacettepe University) |
| Year | 2026 |
| Pages | 1-16 |
| Publication date | 2026-03-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2026.2630912 |
| OpenAlex | W7133872243 |
| Language | EN |
| References cited | 47 |
This study reports the design and evaluation of a Computational Thinking integrated Design Thinking (CTiDT) instructional model for Grade 7 mathematics. Computational Thinking (CT) includes practices such as decomposition, abstraction, pattern recognition, and algorithmic design, while Design Thinking (DT) provides a human-centered, iterative approach to real-world problem solving. In CTiDT, CT processes were embedded into each DT phase to support the mathematization of contextual tasks. Using a design-based research approach, the experimental class received CTiDT instruction (n = 28) while the control class received traditional instruction (n = 32) across two units (ratios/proportions and percentages). Achievement was measured with researcher-developed tests, and CT, motivation, and attitudes with validated scales. Analyses (ttests, ANCOVA) showed higher achievement for CTiDT in both units, along with within-group gains in CT and motivation. Findings suggest that CTiDT is feasible and enhances achievement, though results should be interpreted cautiously due to the single-school context and limited duration
Computational Thinking · Critical thinking · Design Thinking · Instructional design · Teaching method · Mathematics Education and Programs · Mathematics Education and Teaching Techniques · Teaching and Learning Programming
Design Thinking Research
Analysis of the relation between computational thinking skills and various variables with the structural equation model
Defining Twenty-First Century Skills
Design Experiments
Defining Computational Thinking for Mathematics and Science Classrooms
Toward a Design Science of Education
Wicked Problems in Design Thinking
Design-based research and technology-enhanced learning environments
Design Thinking in Secondary Education
Temporal analysis for dropout prediction using self-regulated learning strategies in self-paced Moocs
Investigating the impact of a flipped programming course using the DT-CDIO approach
Lifelong Kindergarten
Computational Thinking in K–12
| Highly cited | No |
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