Fostering computational thinking in primary mathematics through unplugged activities: Evidence from a Vietnamese case study

Abstract

This mixed-methods, quasi-experimental one-group pre–post study investigated whether a structured sequence of unplugged computational thinking (CT) activities embedded in regular primary mathematics lessons was associated with measurable changes in pupils’ CT practices and how such changes manifested in classroom interaction. Participants were 150 grade 4–5 pupils in a Vietnamese public primary school who completed eight 45-min, screen-free lessons aligned to five CT practices: decomposition, pattern recognition, abstraction, algorithm design, and evaluation/debugging. Quantitative analyses revealed statistically significant pre–post improvements across all five CT subscales (all p