Developing computational thinking through playful activities in lower secondary education

Abstract

This paper presents a theoretical analysis of methods for developing computational thinking in middle school students through the use of playful activities integrated into mathematics teaching. Computational thinking represents a set of essential cognitive skills for problem-solving, with transversal applicability across STEM fields. The paper highlights how playful activities can support the development of computational thinking in middle school students (grades 5 and 6), with a focus on mathematics instruction. Computational thinking is a key 21st-century skill that helps students approach complex problems and develop logical and algorithmic strategies.

The study presents concrete examples of activities carried out during Code Week, such as “Pete the Cat Calculates Gauss’s Sum” and “Draw Geometric Shapes with Code – Mathematics Comes to Life in Scratch!”, demonstrating how both digital and non-digital games can be integrated into mathematics lessons to stimulate understanding of concepts, as well as students’ motivation and creativity. The study emphasizes the importance of playful approaches in fostering curiosity, intrinsic motivation, and creativity, providing methodological guidance for designing educational activities centered on active and collaborative learning. The conclusions underline the necessity of intentionally integrating educational games into the process of developing computational skills in the context of mathematics teaching at the middle school level.