Abstract
This study explored the integration of computational thinking activities in mathematics learning in Grade 10 classrooms in South African township, suburban and independent schools. The inquiry adopted a mixed method approach as part of an exploratory descriptive survey design and involved purposively selected Grade 10 learners as participants. Quantitative data was collected through the administration of questionnaires among the participants. Qualitative data was collected through semi-structured interviews and activities involving the integration of computational thinking activities in mathematics learning. The empirical investigation is underpinned by the Cultural Historical Activity Theory (CHAT) as the theoretical framework. Key findings emanating from the study revealed that the integration of computational thinking activities in mathematics learning promises to be an effective means through which learners’ understanding of mathematics content can be enhanced. In addition, the participants demonstrated a positive disposition towards computational thinking. The participants perceived computational thinking as a vital tool that can be harnessed to develop problem solving skills in mathematics classrooms. The study findings provided critical theoretical implications for pedagogic innovation.
Keywords: Computational thinking, abstraction, decomposition, algorithms, pattern recognition, mathematics