Table 1 Coding scheme

Educational level

Early childhood

n/a

Kindergarten

Primary

n/a

Grades 1–6

Secondary

Lower-secondary

Grades 7–9

Upper-secondary

Grades 10–12

Educational setting

Formal

n/a

Compulsory; intentional and structured

Non-formal

n/a

Voluntary; intentional and structured

Disciplinary context

Multidisciplinary

n/a

Learning activities integrate several disciplines and/or focus on solving CT-multidisciplinary or interdisciplinary problems, e.g., STE(A)M; math and science

Mathematical (disciplinary) contexts

n/a

Learning activities integrate only mathematical topics and/or focus on solving problem in mathematics only

Learning tool

Screen-based programming

Text-based programming

Require strict, precise, and complex syntactic rules to code and often requiring a keyboard to input text

Block-based programming

Can drag and drop the visual script blocks on the screen with a mouse or their hands to program

Geometrized Programming

Programming elements are geometric objects, the grammar and rules are the properties of geometric objects. Only when the properties of geometric objects are satisfied can the correct structure of geometric figure be constructed

Tangible programming

n/a

Requires coders to use hardware objects with physical user interface to build programs

Instructional approach

Task structure

Problem-based learning

Learner takes a problem as the starting point, focuses on the inquiry process and finally proposes solutions to the problem (Savery, 2015)

Project-based learning

The goal of project-based learning is to produce “products” with specifications. It is a complex project, where students encounter multiple problems and need to make clear plans and reasonable decisions to satisfy the requirements of the project (Blumenfeld et al., 1991)

Inquiry-based learning

Learning begins with questions and is supported by a series of mathematical tasks. Teachers can scaffold students to solve problems by providing related information. (Ernst et al., 2017)

Other structure

Embodied learning

Teachers design concrete activities for students to participate with hand or body movement. Students are expected to experience abstract concepts with gestural or bodily experiences

Game-based learning

Learning during gameplay (embodied games or digital games)

Pair- or group-learning

Two or more students in different roles (e.g., one is “driver”, who is responsible for operating corresponding tools; the other is an “observer,” who observe and give comments and suggestions) form a group to collaborate on learning

Learning outcome

CT concepts

For details, see section "Computational concepts and practices associated with CT-based mathematical activities"

CT practices

Mathematical topics

For details, see section "Mathematical learning outcomes demonstrated in computational contexts"

Interplay

For details, see section. "Mathematical learning outcomes demonstrated in computational Contexts"