School and Community Practices of Computational Thinking in Mathematics Education through Diverse Perspectives

In the 21st century, computational thinking (CT) has emerged as a fundamental skill. Building on this momentum and recognizing importance of exploring use concepts tools in teaching learning, study conducted qualitative content analysis to investigate online resources for school community outreach practices related integrating CT coding into mathematics education. The data set was selected from sample websites hosting practice interpreted through Kafai et al.’s (2020) framings combination three theories learning (i.e., constructionism, social constructivism, critical literacy). found that mathematics, more attention is given cognitive approach CT, which focuses acquiring skills concepts, rather than situated emphasizes participation during learning. Additionally, there not enough emphasis framing examines how reflects values power structures. study’s significance grounded enhancing perspectives researchers, educators, policymakers by providing insights wide affordances meet exceed expectations curriculum skills. light recent paid adding new curriculum, contributes literature, practice, development integration serves basis future research field.