Embedding computational thinking in a sixth-grade mathematics classroom significantly increased students' understanding of mathematical processes versus control¶
Claim · All claims
Evidence · 1 study · theoreticalr2·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? When computational thinking ideas were embedded in sixth-grade mathematics, students' understanding of mathematical processes increased significantly compared to a control group. → Yadav 2016
Evidence¶
Yadav 2016¶
Yadav, A., Hong, H., & Stephenson, C. (2016). Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms. TechTrends. https://doi.org/10.1007/s11528-016-0087-7
q2 · i? · theoretical · r2
The article reports, citing Calao et al. (2015), a study in which CT ideas were embedded in a sixth-grade mathematics classroom and "students’ un- derstanding of mathematical processes increased significantly when compared to students in the control group." No effect size or sample size is printed in this article.
"a recent study found that when computational thinking ideas were em- bedded in a sixth grade mathematics classroom, students’ un- derstanding of mathematical processes increased significantly when compared to students in the control group (Calao et al. 2015)"
Discussion¶
Related Claims¶
- An adaptive AI-based STEM instructional program produced statistically significant differences favoring the experimental group across all deep learning dimensions in sixth-grade science — related
- Sixth graders scored significantly higher on posttests that included the seven-step problem-solving plan than on unformatted posttests — related
- Computer-supported environments can support development of mathematical understanding toward formalization even when domain experts are not present — related
- Embedding test-taking strategies and ACT practice items in algebra improved practice ACT mathematics scores (McMann, 1994; effect size 0.34) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ct-embedded-sixth-grade-math-increased-understanding |
title |
Embedding computational thinking in a sixth-grade mathematics classroom significantly increased students' understanding of mathematical processes versus control |
description |
Embedding computational thinking in a sixth-grade mathematics classroom significantly increased students' understanding of mathematical processes versus control |
status |
review |
evidence_strength |
weak |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — yadav-2016 |
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