Recently, computational thinking (CT) has gained importance in education systems worldwide, specifically the CT training of pre-service teachers. This study conducted a systematic literature analysis (2011-2021) of 38 works on pre-service teachers' CT based on Web of Science, Science Direct, and Google Scholar databases. The results were as…

This systematic review examines 35 empirical studies featuring the use of think-aloud interviews in computational thinking (CT) research. Findings show that think-aloud interviews (1) are typically conducted in Computer Science classrooms and with K-12 students; (2) are usually combined with other exploratory CT assessment tools; (3) have the…

Computational thinking (CT), which is a cognitive skill used to solve problems with computational solutions, has drawn increasing attention among researchers and practitioners due to the growing recognition of CT competence as a 21st century skill. Collaboration is commonly integrated into CT education to facilitate novice learning, but there is…

Computational thinking (CT) is considered to be a critical problem-solving toolkit in the development of every student in the digital twenty-first century. Thus, it is believed that the integration of deeper learning in CT education is an approach to help students transfer their CT skills beyond the classroom. Few literature reviews have mapped…

In the context of our rapidly digitizing society, computational thinking stands out as an essential attribute for cultivating aptitude and expertise. Through the prism of computational thinking, learners are more adeptly positioned to dissect and navigate real-world challenges, poising them effectively to meet the exigencies of future societal…

Deeper learning (DL) is firmly rooted in learning science and computer science. However, a dearth of review studies has probed its trajectory in DL in foreign languages (DLFL). Utilizing SSCI from the Web of Science Core Collection, we employ Citespace and Vosviewer to analyze the scientific knowledge graph of DLFL literature. Our analysis…

The aim of this study was to investigate current trends in research of math anxiety (MA) through bibliometric perspective. Three main clusters were formed based on author keywords: cognitive correlates (working memory, attention, numerical cognition, mental arithmetic), psychological factors and effects (self-concept and self-efficacy, motivation,…

This document presents a review of evidence commissioned by the Education Endowment Foundation to inform the guidance document "Improving Mathematics in Key Stages Two and Three" (Education Endowment Foundation, 2017). The review draws on a substantial parallel study by the same research team, funded by the Nuffield Foundation, which…

In this systematic review, we evaluated the evidence base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n 5 13) by applying the quality indicators for single case (Horner et al.,…

The processes and procedures used by expert mental calculators are identified from a literature review. Experts are characterized by knowledge of a variety of methods, ability to recall numerical equivalents, and ability to remember the numbers involved in various stages of calculations. (MNS)

Presents a three-component model of arithmetical development in young children. Applies this model as a basis for analysis of developmental processes in early mathematics learning that may be universal. (RJC)

Reviews research that has led to new ways of understanding mathematical development in young children. Covers research on information processing theory and cognitive science. (BB)

Abstracts of 12 mathematics education research reports and critical comments (by the abstractors) about the reports are provided in this issue of Investigations in Mathematics Education. The reports are: "More Precisely Defining and Measuring the Order-Irrelevance Principle" (Arthur Baroody); "Children's Relative Number Judgments:…

This material is designed to examine the research on how children acquire basic addition and subtraction concepts and skills. Two major lines of theories of the development of basic number concepts, called logical concept and quantification skill approaches, are identified. Major recurring issues in the development of early number concepts are…

Explores two hypotheses about the effect of symbolic systems on psychological functions: (1) culturally elaborated systems of signs affect psychological functioning in a general way; and (2) systems of signs, when used to support skilled action, affect the organization of human activity. Reviews research that supports the second hypothesis. (LB)