What the study found
The study found significant increases in pre-service mathematics teachers' self-perceived computational thinking (CT, the ability to solve problems using step-by-step, algorithmic thinking) content knowledge and positive attitudes after a micro:bit-based intervention. Two negative emotions, frustration and boredom, persisted regardless of individual characteristics.
Why the authors say this matters
The authors conclude that integrating CT into pre-service teacher education in higher education institutions may be beneficial for future K-12 mathematics instruction. They also say the findings support the internal consistency and preliminary construct validity of the measurement instruments used.
What the researchers tested
The researchers studied 228 pre-service mathematics teachers in various courses using a pre-experimental design. The intervention followed a six-step sequence: introducing CT concepts through divisibility content, moving to visual block programming and Python coding, and ending with a physical calculator for identifying factors and divisors.
What worked and what didn't
The intervention was associated with significant increases in self-perceived CT content knowledge and positive attitudes. Frustration, described as an activating negative emotion, and boredom, described as a deactivating negative emotion, persisted across the sample and did not vary by individual characteristics.
What to keep in mind
The abstract does not describe detailed limitations beyond noting that the participants were initially underprepared to teach CT concepts. The results are based on self-perceived measures and a pre-experimental design, as stated in the abstract.
Key points
- 228 pre-service mathematics teachers took part in courses using a pre-experimental design.
- A six-step intervention used divisibility content, visual block programming, Python coding, and a physical calculator activity.
- Self-perceived CT content knowledge increased significantly after the intervention.
- Positive attitudes also increased significantly.
- Frustration and boredom persisted regardless of individual characteristics.
- The authors say the findings support the potential benefits of CT integration in pre-service teacher education.
Disclosure
- Research title:
- Micro:bit-based activities improved pre-service teachers’ self-perceived CT knowledge
- Authors:
- Jin Su Jeong, David González-Gómez
- Institutions:
- Universidad de Extremadura, Universidad de Extremadura
- Publication date:
- 2026-01-29
- OpenAlex record:
- View
Get the weekly research newsletter
Stay current with scholarly research without reading academic papers — one filtered digest, every Friday.