How teachers practice computational thinking assessment in mathematics classrooms

Abstract

The integration of computational thinking (CT) into school mathematics presents both pedagogical opportunities and assessment challenges. This case study investigates how two Norwegian mathematics teachers, Stephen and Lena, practice CT assessment in primary and lower secondary classrooms. Drawing on classroom observations and interviews, the study explores how formative assessment through feedback supports student learning during CT-integrated mathematics lessons. The findings reveal that debugging, decomposition, abstraction, and algorithms are central to CT assessment but are interpreted and enacted differently by the two teachers. Stephen employed structured tools such as decomposition checklists and feedback on functions and variables to scaffold problem solving, while Lena used exploratory reasoning, productive failure, and geometric representations to elicit student thinking. Both used feedback to bridge CT constructs and mathematical understanding, and a significant finding in this study is that CT feedback and assessment in mathematics are deeply intertwined, reflecting the integration of CT and mathematics. The study highlights the importance of strategic feedback and the need for clearer frameworks connecting CT and mathematics in assessment.