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<p>This study examines how computational thinking (CT) and mathematical problem solving (PS) appear together in primary education through unplugged activities. Using <i>Turing Tumble</i>, 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.</p>

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Unplugged but Connected: Linking Computational Thinking and Mathematical Problem-Solving in Primary Education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月2日

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  • Silvia-Natividad Moral-Sánchez,
  • Gregorio Arjona-Aranda,
  • Cristina Ayala-Altamirano,
  • Cristina Sánchez-Cruzado

摘要

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.