A Critical Case Study on the Implementation of Computational Thinking in Mathematics Education

Abstract We report the critical case of an expert teacher, with whom we codesigned, implemented and discussed innovation consisting a task addressing dual learning goals that uses block programming in geometry lesson for her sixth-grade class. analyse focusing on three sub-processes implementation. First, teacher constructs agency over both structure content innovation, illustrated by altering sequencing within adding open-ended activity. Second, practice changes to adapt bringing expertise mathematics teaching guide solution one hybrid task. Third, is adapted accommodate pedagogical approach push appealing students’ personal interests. Despite realisation these sub-processes, outcomes realised were not necessarily positive, implying need integrated — compound computational teaching. The impact sheet this article can be accessed at 10.6084/m9.figshare.22339588 .