Unplugged but Connected

Linking Computational Thinking and Mathematical Problem-Solving in Primary Education

Bibliographic Data

ID22426758
AuthorsSilvia-Natividad Moral-Sánchez (0000-0002-0200-3569, Universidad de Málaga, corresponding author), Gregorio Arjona-Aranda (0000-0002-4864-3051, Universidad de Málaga), Cristina Ayala-Altamirano (0000-0002-9165-9470, Universidad de Málaga), Cristina Sánchez-Cruzado (0000-0002-2871-4289, Universidad de Málaga)
Year2026
Volume24
Issue6
Publication date2026-08-01
Open AccessYes
TypeARTICLE
VenueInternational Journal of Science and Mathematics Education (JOURNAL)
Journal identifiersISSN: 1571-0068 • E-ISSN: 1573-1774
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s10763-026-10698-4
OpenAlexW7167089125
LanguageEN
References cited36

This study examines how computational thinking (CT) and mathematical problem solving (PS) appear together in primary education through unplugged activities. Using Turing Tumble , a gravity-driven mechanical computer, thirty 9 to 10-year-old students organised into 10 triads engaged in a classroom teaching experiment aimed at fostering CT skills and PS strategies. We conducted a mixed-methods analysis of video recordings and student workbooks, supported by detailed case study excerpts and still frames of the problem-resolution process with the machine, capturing students’ observable actions and strategic decisions. Findings reveal that students relied heavily on iterative testing and debugging rather than explicit planning, suggesting that tangible tasks encourage exploratory, action-oriented reasoning. A taxonomy of testing behaviours is proposed, distinguishing mechanical, kinaesthetic, algorithmic partial, and algorithmic complete testing. Co-occurrence analysis shows strong links between Polya ́s looking back phase and testing/debugging, evidencing how metacognitive reflection manifests through hands-on verification. This study provides empirical evidence that unplugged tasks can connect CT and mathematical PS by linking strategic phases of problem solving with observable CT actions. Implications for instructional design and assessment in early CT integration are discussed.

Computational Thinking · Debugging · Educational technology · Empirical research · Metacognition · Observable · Primary education · Science education · Turing · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Teaching Techniques · Teaching and Learning Programming

Tools

Open DOIOpen Access