Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency

Background There exist shared competencies between computational thinking (CT) and mathematics, and these two domains also mutually benefit from various teaching approaches. However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. Finally, we propose that upcoming investigations treat CT assessments as formative constructs, diverging from their reflective counterparts. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Lee, Silvia Wen-Yu [verfasserIn] Tu, Hsing-Ying Chen, Guang-Lin Lin, Hung-Ming

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Nature of mathematics Mathematical literacy Computational thinking PLS–SEM

Anmerkung:	© The Author(s) 2023

Übergeordnetes Werk:	Enthalten in: International journal of STEM education - Berlin : SpringerOpen, 2014, 10(2023), 1 vom: 04. Nov.
Übergeordnetes Werk:	volume:10 ; year:2023 ; number:1 ; day:04 ; month:11

Links:	Volltext

DOI / URN:	10.1186/s40594-023-00455-2

Katalog-ID:	SPR053635337

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520			\|a Background There exist shared competencies between computational thinking (CT) and mathematics, and these two domains also mutually benefit from various teaching approaches. However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. Finally, we propose that upcoming investigations treat CT assessments as formative constructs, diverging from their reflective counterparts.
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allfields	10.1186/s40594-023-00455-2 doi (DE-627)SPR053635337 (SPR)s40594-023-00455-2-e DE-627 ger DE-627 rakwb eng Lee, Silvia Wen-Yu verfasserin (orcid)0000-0001-6111-2055 aut Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background There exist shared competencies between computational thinking (CT) and mathematics, and these two domains also mutually benefit from various teaching approaches. However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. Finally, we propose that upcoming investigations treat CT assessments as formative constructs, diverging from their reflective counterparts. Nature of mathematics (dpeaa)DE-He213 Mathematical literacy (dpeaa)DE-He213 Computational thinking (dpeaa)DE-He213 PLS–SEM (dpeaa)DE-He213 Tu, Hsing-Ying aut Chen, Guang-Lin aut Lin, Hung-Ming aut Enthalten in International journal of STEM education Berlin : SpringerOpen, 2014 10(2023), 1 vom: 04. Nov. (DE-627)797381473 (DE-600)2785456-5 2196-7822 nnns volume:10 year:2023 number:1 day:04 month:11 https://dx.doi.org/10.1186/s40594-023-00455-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2023 1 04 11
spelling	10.1186/s40594-023-00455-2 doi (DE-627)SPR053635337 (SPR)s40594-023-00455-2-e DE-627 ger DE-627 rakwb eng Lee, Silvia Wen-Yu verfasserin (orcid)0000-0001-6111-2055 aut Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background There exist shared competencies between computational thinking (CT) and mathematics, and these two domains also mutually benefit from various teaching approaches. However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. Finally, we propose that upcoming investigations treat CT assessments as formative constructs, diverging from their reflective counterparts. Nature of mathematics (dpeaa)DE-He213 Mathematical literacy (dpeaa)DE-He213 Computational thinking (dpeaa)DE-He213 PLS–SEM (dpeaa)DE-He213 Tu, Hsing-Ying aut Chen, Guang-Lin aut Lin, Hung-Ming aut Enthalten in International journal of STEM education Berlin : SpringerOpen, 2014 10(2023), 1 vom: 04. Nov. (DE-627)797381473 (DE-600)2785456-5 2196-7822 nnns volume:10 year:2023 number:1 day:04 month:11 https://dx.doi.org/10.1186/s40594-023-00455-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2023 1 04 11
allfields_unstemmed	10.1186/s40594-023-00455-2 doi (DE-627)SPR053635337 (SPR)s40594-023-00455-2-e DE-627 ger DE-627 rakwb eng Lee, Silvia Wen-Yu verfasserin (orcid)0000-0001-6111-2055 aut Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background There exist shared competencies between computational thinking (CT) and mathematics, and these two domains also mutually benefit from various teaching approaches. However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. Finally, we propose that upcoming investigations treat CT assessments as formative constructs, diverging from their reflective counterparts. Nature of mathematics (dpeaa)DE-He213 Mathematical literacy (dpeaa)DE-He213 Computational thinking (dpeaa)DE-He213 PLS–SEM (dpeaa)DE-He213 Tu, Hsing-Ying aut Chen, Guang-Lin aut Lin, Hung-Ming aut Enthalten in International journal of STEM education Berlin : SpringerOpen, 2014 10(2023), 1 vom: 04. Nov. (DE-627)797381473 (DE-600)2785456-5 2196-7822 nnns volume:10 year:2023 number:1 day:04 month:11 https://dx.doi.org/10.1186/s40594-023-00455-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2023 1 04 11
allfieldsGer	10.1186/s40594-023-00455-2 doi (DE-627)SPR053635337 (SPR)s40594-023-00455-2-e DE-627 ger DE-627 rakwb eng Lee, Silvia Wen-Yu verfasserin (orcid)0000-0001-6111-2055 aut Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background There exist shared competencies between computational thinking (CT) and mathematics, and these two domains also mutually benefit from various teaching approaches. However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. Finally, we propose that upcoming investigations treat CT assessments as formative constructs, diverging from their reflective counterparts. Nature of mathematics (dpeaa)DE-He213 Mathematical literacy (dpeaa)DE-He213 Computational thinking (dpeaa)DE-He213 PLS–SEM (dpeaa)DE-He213 Tu, Hsing-Ying aut Chen, Guang-Lin aut Lin, Hung-Ming aut Enthalten in International journal of STEM education Berlin : SpringerOpen, 2014 10(2023), 1 vom: 04. Nov. (DE-627)797381473 (DE-600)2785456-5 2196-7822 nnns volume:10 year:2023 number:1 day:04 month:11 https://dx.doi.org/10.1186/s40594-023-00455-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2023 1 04 11
allfieldsSound	10.1186/s40594-023-00455-2 doi (DE-627)SPR053635337 (SPR)s40594-023-00455-2-e DE-627 ger DE-627 rakwb eng Lee, Silvia Wen-Yu verfasserin (orcid)0000-0001-6111-2055 aut Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background There exist shared competencies between computational thinking (CT) and mathematics, and these two domains also mutually benefit from various teaching approaches. However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. Finally, we propose that upcoming investigations treat CT assessments as formative constructs, diverging from their reflective counterparts. Nature of mathematics (dpeaa)DE-He213 Mathematical literacy (dpeaa)DE-He213 Computational thinking (dpeaa)DE-He213 PLS–SEM (dpeaa)DE-He213 Tu, Hsing-Ying aut Chen, Guang-Lin aut Lin, Hung-Ming aut Enthalten in International journal of STEM education Berlin : SpringerOpen, 2014 10(2023), 1 vom: 04. Nov. (DE-627)797381473 (DE-600)2785456-5 2196-7822 nnns volume:10 year:2023 number:1 day:04 month:11 https://dx.doi.org/10.1186/s40594-023-00455-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2023 1 04 11
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However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. 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author	Lee, Silvia Wen-Yu
spellingShingle	Lee, Silvia Wen-Yu misc Nature of mathematics misc Mathematical literacy misc Computational thinking misc PLS–SEM Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency
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topic_title	Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency Nature of mathematics (dpeaa)DE-He213 Mathematical literacy (dpeaa)DE-He213 Computational thinking (dpeaa)DE-He213 PLS–SEM (dpeaa)DE-He213
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title	Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency
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title_full	Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency
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author_browse	Lee, Silvia Wen-Yu Tu, Hsing-Ying Chen, Guang-Lin Lin, Hung-Ming
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title_sort	exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency
title_auth	Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency
abstract	Background There exist shared competencies between computational thinking (CT) and mathematics, and these two domains also mutually benefit from various teaching approaches. However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. Finally, we propose that upcoming investigations treat CT assessments as formative constructs, diverging from their reflective counterparts. © The Author(s) 2023
abstractGer	Background There exist shared competencies between computational thinking (CT) and mathematics, and these two domains also mutually benefit from various teaching approaches. However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. Finally, we propose that upcoming investigations treat CT assessments as formative constructs, diverging from their reflective counterparts. © The Author(s) 2023
abstract_unstemmed	Background There exist shared competencies between computational thinking (CT) and mathematics, and these two domains also mutually benefit from various teaching approaches. However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. Finally, we propose that upcoming investigations treat CT assessments as formative constructs, diverging from their reflective counterparts. © The Author(s) 2023
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title_short	Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency
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However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM). Results The evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis. Conclusions This study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. 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Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency

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