Exploring the Interplay of Computational Thinking and Mathematics in Early Childhood Education: A Systematic Review

In recent years, educational research has emphasized the significance of computational thinking (CT) and mathematics knowledge acquisition for students' learning in engineering subjects. Pre-college education plays a crucial role in preparing students for future engineering learning. While the relationship between CT and mathematics has been extensively studied at the K-12 level, limited attention has been given to early childhood education (ECE) contexts. Our research aims to investigate the potential development of early CT through mathematics learning in a potentially reciprocal manner using developmentally appropriate educational tools and instructional approaches. To commence this exploration, our primary focus is to conduct a systematic review of existing empirical studies, synthesizing evidence to illuminate the interaction between CT and mathematics during early childhood. Using the seven powerful ideas from early CT proposed by Bers as the theoretical framework, our initial findings indicate that algorithms, hardware/software, and representation are the most studied CT competencies intersecting with early mathematics skills, including numerical and spatial knowledge, measurements, basic algebraical thinking, and data processing. The complex relationship between early CT and mathematics, in general, is also discussed. Overall, the findings of this study suggest that existing mathematics education in early childhood may foster the development of CT in young children. Although this study is preliminary, it serves as a valuable foundation for future research endeavors in uncovering the interdisciplinary nature of early CT within mathematics-integrated learning contexts, thus contributing to the advancement of this field.