Instructional design in mathematics education enriched with design thinking and computational thinking

This study reports the design and evaluation of a Computational Thinking integrated Design Thinking (CTiDT) instructional model for Grade 7 mathematics. Computational Thinking (CT) includes practices such as decomposition, abstraction, pattern recognition, and algorithmic design, while Design Thinking (DT) provides a human-centered, iterative approach to real-world problem solving. In CTiDT, CT processes were embedded into each DT phase to support the mathematization of contextual tasks. Using a design-based research approach, the experimental class received CTiDT instruction (n = 28) while the control class received traditional instruction (n = 32) across two units (ratios/proportions and percentages). Achievement was measured with researcher-developed tests, and CT, motivation, and attitudes with validated scales. Analyses (ttests, ANCOVA) showed higher achievement for CTiDT in both units, along with within-group gains in CT and motivation. Findings suggest that CTiDT is feasible and enhances achievement, though results should be interpreted cautiously due to the single-school context and limited duration.