Computational Thinking: Moving Towards Skill-Based Learning in Mathematics Class
- DOI
- 10.2991/978-2-38476-561-4_6How to use a DOI?
- Keywords
- Computational Thinking (CT); Skill-based learning; Mathematics Class
- Abstract
The contemporary era of 21st century requires a workforce prepared not just with fundamental knowledge but also with versatile problem-solving skills. Computational thinking (CT) is gradually being incorporated into school curricula globally and it is also considered as a 21st century skill. Computational thinking is defined as a cognitive approach to problem solving that fosters creativity, critical thinking and reasoning ability in students. In mathematics education, traditional approaches often emphasize rote memorization and procedural execution. This paper discusses about for a transformative change in education towards skill-based learning. This shift towards skill-based learning is supported by the integration of computational thinking (CT) into the mathematics curriculum. The core components of Computational Thinking (CT), such as decomposition, pattern recognition, abstraction, and algorithm design, offers a comprehensive theoretical foundation or conceptual framework for students to deal with the mathematical problems in a systematic and creative manner. Computational Thinking (CT) is analytical thinking and includes actions like logically organizing and analyzing data. Also, it includes representing data with models and simulations, determining possible solutions, and transforming the generalized solutions to other problem situations. Comprehensive understanding, logical reasoning and novel problem-solving skills can be developed in students by promoting CT skills through mathematics education. In this paper theoretical foundations of integrating computational thinking into mathematics and effective pedagogical strategies for its implementation are explained. It also brings attention to potential benefits of CT integration for students in developing the skills required for success in both academic and professional life. This review aims to provide an overview of the existing literature on CT activities at different levels in mathematics education. Also, to articulate how it is integrated into the teaching and learning of Mathematics. Our findings reveal that CT-integrated mathematics curriculum enhances mathematical achievement, conceptual understanding, problem-solving ability, creativity, reasoning ability, and in-class engagement. The prominent strategies used for CT integration in mathematics are problem-based and project-based learning, unplugged activities without the use of any digital tool, which include hands-on, paper-and-pencil, or verbal exchanges to simulate pivotal programming concepts like algorithm design, problem solving, abstract thinking, and logical reasoning and along with plugged-in activities like, gaming block-based programming, coding, scratch-based activities were also used by the researchers.
- Copyright
- © 2026 The Author(s)
- Open Access
- Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
Cite this article
TY - CONF AU - Ritu Singh AU - Ajeet Kumar Rai PY - 2026 DA - 2026/04/23 TI - Computational Thinking: Moving Towards Skill-Based Learning in Mathematics Class BT - Proceedings of the Indo-Bhutan Social Science Conference 2025 (IBSSC 2025) PB - Atlantis Press SP - 39 EP - 52 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-561-4_6 DO - 10.2991/978-2-38476-561-4_6 ID - Singh2026 ER -