Designing Feedback for Exploratory Mathematical Activities: A Computational Thinking Perspective

Computational thinking (CT), recognised as vital in mathematics education, closely aligns with problem-solving and is increasingly integrated into global curricula. In this context, designing and engaging learners in exploratory activities through programming and debugging is valuable. However, challenges remain in effectively incorporating CT into teaching, especially in designing and assessing such exploratory activities. This study explores these issues by developing and evaluating a prototype incorporating CT as a framework for feedback design in exploratory mathematical activities involving programming. The prototype employs the MaLT2 programming environment, inspired by Papert’s turtle geometry, within AuthELO, an authorable feedback design system. MaLT2 aids mathematical understanding through programming, while AuthELO offers real-time, context-aware feedback based on students’ interactions. We design a feedback mechanism that applies CT components to guide learners in open-ended tasks. Qualitative data from a semi-structured focus group with educators reveals that they appreciate CT-based feedback for its relevance to math and programming, though they struggle with abstraction. Participants indicated a need for specific and motivating feedback, emphasising the balance between guidance and exploratory learning. The study highlights the importance of authorable feedback systems facilitating iterative refinement of exploratory mathematics programming activities with CT as a scaffolding framework.