An Analysis of the Implementation Patterns of Block-Based Coding Tasks in Grade 7 Mathematics Textbooks

This study examined the distribution and implementation patterns of block-based coding tasks included in Grade 7 (first-year middle school) mathematics textbooks. A total of 21 tasks were identified from 19 textbooks—ten aligned with the 2015 revised curriculum and nine aligned with the 2022 revised curriculum. Using mixed-method content analysis, each task was coded across five dimensions: (1) achievement standard, (2) coding platform, (3) programming constructs, (4) learners’ coding engagement level, and (5) the level of mathematics-coding linkage. The results showed that block-based coding tasks increased substantially in the 2022 revised textbooks: all nine textbooks included at least one task (19 tasks), whereas only two tasks were found in two of the ten 2015 revised textbooks. Tasks were concentrated in achievement standards related to the exterior angles of regular polygons ([9Su03-05]) and prime factorization ([9Su01-01]). Most tasks relied on a single mathematics- oriented coding tool, and core programming structures such as loops and conditionals appeared frequently. Regarding coding engagement, tasks requiring learners to run code and then modify/extend it or write new code were most common (12 tasks). For mathematics-coding linkage, Level 4 tasks—asking learners to observe and interpret changes in execution results—were most frequent (8 tasks, 38.1%), and Level 5 tasks—requiring learners to read code and derive mathematical conclusions—were also identified (4 tasks, 19.0%). These findings suggest that, to move beyond simple tool execution, block-based coding tasks and teacher supports should more explicitly incorporate code reading, debugging, and explanation- or justification-oriented mathematical activities.