Python Destekli Matematik Öğretimi: Öğrenme Kuramları Açısından Karşılaştırmalı Değerlendirme

ABSTRACT The aim of this study is to comparatively examine Python-supported mathematics teaching in line with major learning theories and to derive pedagogical implications from these approaches. The research is designed as a qualitative, literature-based theoretical review. Within the scope of the study, national and international studies published between 2015 and 2024 were analyzed, and the findings were interpreted through the frameworks of Piaget’s cognitive development theory, Vygotsky’s social constructivism, Bruner’s discovery learning theory, Dewey’s experiential learning philosophy, Papert’s constructionism, and contemporary connectivist learning approaches. The results indicate that Python-supported mathematics instruction enhances students’ conceptual understanding, problem-solving skills, algorithmic thinking, collaborative learning, and metacognitive awareness. Moreover, Python facilitates experiential and productive learning processes by concretizing abstract mathematical concepts. Consequently, Python is not merely a technical programming language but a multidimensional pedagogical learning tool with strong interdisciplinary integration potential in mathematics education. Keywords: Python-Supported Mathematics Teaching, Learning Theories, Constructivism, Experiential Learning, STEM, Algorithmic Thinking.