<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152025000200303</article-id>
<article-id pub-id-type="doi">10.29352/mill0227e.40841</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Enhancing computational thinking in preservice elementary math teachers through Design-Based Learning]]></article-title>
<article-title xml:lang="pt"><![CDATA[Promover o pensamento computacional em futuros professores de matemática do ensino básico através da Aprendizagem Baseada em Design]]></article-title>
<article-title xml:lang="es"><![CDATA[Mejorando el pensamiento computacional en futuros profesores de matemáticas-educación primaria a través del Aprendizaje Basado en el Design]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tadeu]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kaya]]></surname>
<given-names><![CDATA[Deniz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kutluca]]></surname>
<given-names><![CDATA[Tamer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico da Guarda  ]]></institution>
<addr-line><![CDATA[Guarda ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Estudos em Educação e Inovação (CI&amp;DEI)  ]]></institution>
<addr-line><![CDATA[Guarda ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Nevsehir Hac&#305; Bekta&#351; Veli University  ]]></institution>
<addr-line><![CDATA[Nevsehir ]]></addr-line>
<country>Turkey</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Dicle University  ]]></institution>
<addr-line><![CDATA[Diyarbak&#305;r ]]></addr-line>
<country>Turkey</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152025000200303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152025000200303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152025000200303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Computational thinking and coding are essential competencies for future mathematics educators, fostering problem-solving and logical reasoning. Integrating these skills into teacher training requires innovative approaches that actively engage preservice teachers. Design-Based Learning (DBL) is a promising methodology that enhances computational thinking through iterative problem-solving and creative design processes.  Objective:  Analysing the impact of a Design-Based Learning (DBL) curriculum on preservice elementary mathematics teachers' computational thinking and coding abilities.  Methods:  The study employed an intervention-based mixed-methods design with 40 preservice mathematics teachers enrolled in an undergraduate program. The experimental group followed a curriculum consisting of four modules and 24 sessions. Data collection tools included the Computational Thinking Scale, Self-Efficacy Perception Scale towards Teaching Computational Thinking, and semi-structured interviews. Quantitative data were analysed using Multivariate Analysis of Variance (MANOVA) and independent-sample t-tests, while qualitative data were examined through content analysis.  Results:  Findings indicate that the DBL approach significantly improved preservice teachers' computational thinking and coding skills. Participants also highlighted that this methodology made learning more engaging, interactive, and effective.  Conclusion:  The study shows that Design-Based Learning is a valuable instructional approach for developing computational thinking in mathematics education. Implementing DBL in teacher training programs can enhance future educators' ability to integrate computational thinking into their teaching practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  O pensamento computacional e a programação são competências essenciais para futuros professores de matemática, promovendo a resolução de problemas e o raciocínio lógico. A integração destas competências na formação de professores exige abordagens inovadoras que envolvam ativamente os futuros docentes. A Aprendizagem Baseada em Design (DBL - Design-Based Learning) surge como uma metodologia promissora, potenciando o pensamento computacional através de processos iterativos de resolução de problemas e de design criativo.  Objetivo:  Analisar o impacto de um currículo baseado na Aprendizagem Baseada em Design (DBL) nas competências de pensamento computacional e programação de futuros professores de matemática do ensino básico.  Métodos:  Foi utilizado um desenho de investigação misto e baseado em intervenção, envolvendo 40 futuros professores de matemática inscritos num programa de licenciatura. O grupo experimental seguiu um currículo composto por quatro módulos e 24 sessões. Os instrumentos de recolha de dados incluíram a Escala de Pensamento Computacional, a Escala de Autoperceção de Autoeficácia no Ensino do Pensamento Computacional e entrevistas semiestruturadas. Os dados quantitativos foram analisados com Análise Multivariada de Variância (MANOVA) e teste t para amostras independentes, enquanto os dados qualitativos foram tratados através de análise de conteúdo.  Resultados:  Os resultados indicam que a abordagem DBL melhorou significativamente as competências de pensamento computacional e programação dos futuros professores. Os participantes referiram ainda que esta metodologia tornou a aprendizagem mais envolvente, interativa e eficaz.  Conclusão:  O estudo mostra que a Aprendizagem Baseada em Design é uma abordagem pedagógica eficaz para desenvolver o pensamento computacional no ensino da matemática. A implementação da DBL nos programas de formação de professores pode melhorar a capacidade dos futuros docentes para integrar o pensamento computacional na sua prática letiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  El pensamiento computacional y la programación son competencias esenciales para los futuros docentes de matemáticas, ya que fomentan la resolución de problemas y el razonamiento lógico. Integrar estas habilidades en la formación docente requiere enfoques innovadores que involucren activamente a los futuros profesores. El Aprendizaje Basado en el Diseño (DBL - Design-Based Learning) es una metodología prometedora que mejora el pensamiento computacional mediante procesos iterativos de resolución de problemas y diseño creativo.  Objetivo:  Análisis del impacto de un currículo basado en el Aprendizaje Basado en el Diseño (DBL) en las habilidades de pensamiento computacional y programación de los futuros docentes de matemáticas en educación primaria.  Métodos:  Se empleó un diseño mixto basado en intervención, con 40 futuros docentes de matemáticas matriculados en un programa de grado. El grupo experimental siguió un currículo compuesto por cuatro módulos y 24 sesiones. Los instrumentos de recopilación de datos incluyeron la Escala de Pensamiento Computacional, la Escala de Autoeficacia Percibida para la Enseñanza del Pensamiento Computacional y entrevistas semiestructuradas. Los datos cuantitativos se analizaron mediante Análisis Multivariante de Varianza (MANOVA) y pruebas t para muestras independientes, mientras que los datos cualitativos se examinaron mediante análisis de contenido.  Resultados:  Los hallazgos indican que el enfoque DBL mejoró significativamente las habilidades de pensamiento computacional y programación de los futuros docentes. Además, los participantes destacaron que esta metodología hizo que el aprendizaje fuera más atractivo, interactivo y efectivo.  Conclusión:  El estudio muestra que el Aprendizaje Basado en el Diseño es una estrategia didáctica eficaz para desarrollar el pensamiento computacional en la enseñanza de las matemáticas. Implementar DBL en los programas de formación docente puede fortalecer la capacidad de los futuros profesores para integrar el pensamiento computacional en sus prácticas educativas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[coding, computational thinking]]></kwd>
<kwd lng="en"><![CDATA[Design-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[preservice teacher]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="pt"><![CDATA[programação]]></kwd>
<kwd lng="pt"><![CDATA[pensamento computacional]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada Design]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[autoeficácia]]></kwd>
<kwd lng="es"><![CDATA[programación]]></kwd>
<kwd lng="es"><![CDATA[pensamiento computacional]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Basado en el Diseño]]></kwd>
<kwd lng="es"><![CDATA[profesor en formación inicial]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Av&#351;ar]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Supporting preschool teachers&#8217; computational thinking skills: The effect of design-based in-service training]]></source>
<year>2023</year>
<publisher-name><![CDATA[Hacettepe University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barab]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Squire]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Design-based research: Putting a stake in the ground]]></article-title>
<source><![CDATA[The Journal of the Learning Sciences]]></source>
<year>2004</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boom]]></surname>
<given-names><![CDATA[K. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Bower]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Siemon]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Arguel]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relationships between computational thinking and the quality of computer programs]]></article-title>
<source><![CDATA[Education and Information Technologies]]></source>
<year>2022</year>
<volume>27</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>8289-310</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brennan]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Resnick]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[New frameworks for studying and assessing the development of computational thinking]]></article-title>
<source><![CDATA[Proceedings of the 2012 Annual Meeting of the American Educational Research Association]]></source>
<year>2012</year>
<page-range>1-25</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ching]]></surname>
<given-names><![CDATA[Y. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Hsu]]></surname>
<given-names><![CDATA[Y. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educational robotics for developing computational thinking in young learners: A systematic review]]></article-title>
<source><![CDATA[TechTrends]]></source>
<year>2024</year>
<volume>68</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>423-34</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Creswell]]></surname>
<given-names><![CDATA[J. W.]]></given-names>
</name>
</person-group>
<source><![CDATA[A concise introduction to mixed methods research]]></source>
<year>2014</year>
<publisher-name><![CDATA[SAGE Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gadanidis]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Hughes]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Minniti]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[White]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Computational thinking, grade 1 students and the binomial theorem]]></article-title>
<source><![CDATA[Digital Experiences in Mathematics Education]]></source>
<year>2017</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>77-96</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gresalfi]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Barab]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Siyahhan]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Christensen]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Virtual worlds, conceptual understanding, and me: Designing for consequential engagement]]></article-title>
<source><![CDATA[On the Horizon]]></source>
<year>2009</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>21-34</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Grover]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Pea]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Computational thinking in K-12: A review of the state of the field]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year>2013</year>
<volume>42</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>38-43</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harel]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Papert]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Constructionism]]></source>
<year>1991</year>
<publisher-name><![CDATA[Ablex Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hmelo-Silver]]></surname>
<given-names><![CDATA[C. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problem-based learning: What and how do students learn?]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2004</year>
<volume>16</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>235-66</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="">
<collab>International Society for Technology in Education, &amp; Computer Science Teachers Association</collab>
<source><![CDATA[Operational definition of computational thinking for K-12 education]]></source>
<year>2011</year>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Israel]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Lash]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From classroom lessons to exploratory learning progressions: Mathematics + computational thinking]]></article-title>
<source><![CDATA[Interactive Learning Environments]]></source>
<year>2020</year>
<volume>28</volume>
<page-range>362-82</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kafai]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Proctor]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Lui]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From theory bias to theory dialogue: Embracing cognitive, situated and critical framings of computational thinking for K-12 CS education]]></article-title>
<source><![CDATA[Proceedings of the 2019 ACM Conference on International Computing Education Research]]></source>
<year>2019</year>
<page-range>101-9</page-range><publisher-name><![CDATA[ACM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kaya]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Computational thinking from the past to the present: A retrospective using bibliometric analysis]]></article-title>
<source><![CDATA[Hacettepe University Journal of Education]]></source>
<year>2024</year>
<volume>39</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>195-219</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kolodner]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Camp]]></surname>
<given-names><![CDATA[P. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Crismond]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Fasse]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Gray]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Holbrook]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Puntambekar]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Ryan]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design&#8482; into practice]]></article-title>
<source><![CDATA[Journal of the Learning Sciences]]></source>
<year>2003</year>
<volume>12</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>495-547</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Korkmaz]]></surname>
<given-names><![CDATA[Ö.]]></given-names>
</name>
<name>
<surname><![CDATA[Çakir]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Özden]]></surname>
<given-names><![CDATA[M. Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A validity and reliability study of the computational thinking scales (CTS)]]></article-title>
<source><![CDATA[Computers in Human Behavior]]></source>
<year>2017</year>
<volume>72</volume>
<page-range>558-69</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lockwood]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Mooney]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Computational thinking in secondary education: Where does it fit? A systematic literary review]]></article-title>
<source><![CDATA[International Journal of Computer Science Education in Schools]]></source>
<year>2018</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>41-60</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Looi]]></surname>
<given-names><![CDATA[C. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Chan]]></surname>
<given-names><![CDATA[S. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Wu]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Huang]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Sun]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring computational thinking in the context of mathematics learning in secondary schools: Dispositions, engagement and learning performance]]></article-title>
<source><![CDATA[International Journal of Science and Mathematics Education]]></source>
<year>2024</year>
<volume>22</volume>
<page-range>993-1011</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lye]]></surname>
<given-names><![CDATA[S. Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Koh]]></surname>
<given-names><![CDATA[J. H. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Review on teaching and learning of computational thinking through programming: What is next for K-12]]></article-title>
<source><![CDATA[Computers in Human Behavior]]></source>
<year>2014</year>
<volume>41</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>51-61</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mehalik]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Schunn]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What constitutes good design? A review of empirical studies of design processes]]></article-title>
<source><![CDATA[International Journal of Engineering Education]]></source>
<year>2006</year>
<volume>22</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>519-32</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<collab>National Research Council</collab>
<source><![CDATA[Report of a workshop on the scope and nature of computational thinking]]></source>
<year>2010</year>
<publisher-name><![CDATA[National Academies Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Navarro]]></surname>
<given-names><![CDATA[E. R.]]></given-names>
</name>
<name>
<surname><![CDATA[de Sousa]]></surname>
<given-names><![CDATA[M. d. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The concept of computational thinking in mathematics education]]></article-title>
<source><![CDATA[Journal of Mathematics and Science Teacher]]></source>
<year>2023</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-11</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ng]]></surname>
<given-names><![CDATA[O. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Cui]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Examining primary students&#8217; mathematical problem-solving in a programming context: Towards computationally enhanced mathematics education]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2021</year>
<volume>53</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>847-60</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Özç&#305;nar]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Öztürk]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The scale of self-efficacy perception towards teaching computational thinking: A validity and reliability study]]></article-title>
<source><![CDATA[Pamukkale University Journal of Social Sciences Institute]]></source>
<year>2018</year>
<volume>30</volume>
<page-range>173-95</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Özyurt]]></surname>
<given-names><![CDATA[Ö.]]></given-names>
</name>
<name>
<surname><![CDATA[Aslan]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A broad view of the problem-based learning field based on machine learning: A large-scale study based on topic modeling]]></article-title>
<source><![CDATA[International e-Journal of Educational Studies]]></source>
<year>2023</year>
<volume>7</volume>
<numero>15</numero>
<issue>15</issue>
<page-range>608-26</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Papert]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mindstorms: Children, computers, and powerful ideas]]></source>
<year>1980</year>
<publisher-name><![CDATA[Basic Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="">
<collab>Partnership for 21st Century Skills</collab>
<source><![CDATA[Framework for 21st century learning]]></source>
<year>2019</year>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pei]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Weintrop]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Wilensky]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cultivating computational thinking practices and mathematical habits of mind in Lattice Land]]></article-title>
<source><![CDATA[Mathematical Thinking and Learning]]></source>
<year>2018</year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>75-89</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schön]]></surname>
<given-names><![CDATA[D. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[The reflective practitioner: How professionals think in action]]></source>
<year>1983</year>
<publisher-name><![CDATA[Basic Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shute]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Sun]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Asbell-Clarke]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Demystifying computational thinking]]></article-title>
<source><![CDATA[Educational Research Review]]></source>
<year>2017</year>
<volume>22</volume>
<page-range>142-58</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shulman]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Shulman]]></surname>
<given-names><![CDATA[J. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How and what teachers learn: A shifting perspective]]></article-title>
<source><![CDATA[Journal of Education]]></source>
<year>2009</year>
<volume>189</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>1-8</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sneider]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Stephenson]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Schafer]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Flick]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Computational thinking in high school science classrooms]]></article-title>
<source><![CDATA[The Science Teacher]]></source>
<year>2014</year>
<volume>81</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>10-5</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tabachnick]]></surname>
<given-names><![CDATA[B. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Fidell]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Using multivariate statistics]]></source>
<year>2013</year>
<edition>6th ed</edition>
<publisher-name><![CDATA[Pearson Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vygotsky]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Thought and language]]></source>
<year>1986</year>
<publisher-name><![CDATA[The MIT Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Weintrop]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Beheshti]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Horn]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Orton]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Jona]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Trouille]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Wilensky]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Defining computational thinking for mathematics and science classrooms]]></article-title>
<source><![CDATA[Journal of Science Education and Technology]]></source>
<year>2016</year>
<volume>25</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>127-47</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wing]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Computational thinking]]></article-title>
<source><![CDATA[Communications of the ACM]]></source>
<year>2006</year>
<volume>49</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>33-5</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wing]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Computational thinking and thinking about computing]]></article-title>
<source><![CDATA[Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences]]></source>
<year>2008</year>
<volume>366</volume>
<numero>1881</numero>
<issue>1881</issue>
<page-range>3717-25</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yadav]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Stephenson]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Hong]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Computational thinking for teacher education]]></article-title>
<source><![CDATA[Communications of the ACM]]></source>
<year>2017</year>
<volume>60</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>55-62</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ye]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Liang]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Ng]]></surname>
<given-names><![CDATA[O. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Chai]]></surname>
<given-names><![CDATA[C. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Integration of computational thinking in K-12 mathematics education: A systematic review on CT-based mathematics instruction and student learning]]></article-title>
<source><![CDATA[International Journal of STEM Education]]></source>
<year>2023</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-26</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
