Integrating and developing computational thinking in higher education using micro:bit: examining the influence on pre-service teachers’ self-perceived content knowledge, attitude, and emotion toward further K-12 mathematics education

Computational thinking (CT) is widely recognized as a critical 21st-century skill and an essential component of curricula in higher education institutions (HEIs) worldwide. Developing this competence is particularly important for teachers to effectively support K-12 students. However, research on effective strategies for teaching CT within mathematics education remains scarce. This study addresses this gap by investigating the integration and development of CT content knowledge through educational activities incorporating micro:bit technology for pre-service mathematics teachers. In addition, the study examines attitudes and emotions associated with the learning process. The intervention consisted of a six-step sequence: Introducing CT concepts through divisibility content, progressing to visual block programming and Python coding, and culminating in the construction of a physical calculator to identify factors and divisors. A sample of 228 pre-service teachers, initially underprepared to teach CT concepts, participated in various courses employing a pre-experimental design. The influence of the instructional approach on participants' self-perceived CT content knowledge, attitudes, and emotions was assessed, along with the homogeneity of these effects across the sample. Findings revealed significant increases in self-perceived CT content knowledge and positive attitudes following the intervention, while two negative emotions such as frustration (activating) and boredom (deactivating) persisted regardless of individual characteristics. Thus, the results of this study indicate that the implementation of the micro:bit activity revealed significant improvements in CT components. These results provide further support for the internal consistency and preliminary construct validity of the proposed measurement instruments and underscore the potential benefits of integrating CT into pre-service teacher education in HEIs to enhance future K-12 mathematics instruction.