Scandinavian Journal of Educational Research· 2026Q1· Review
Digital programming in mathematics education: a systematic scoping review
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- Q1SCImago
- 2026year
Short summary
A systematic scoping review of 90 studies reveals that research on digital programming in primary and secondary mathematics education is dominated by block-based tools, primarily focuses on geometry, and often defines programming in relation to computational thinking.
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Key points
- 90 peer-reviewed empirical studies and reviews were included in the systematic scoping review.
- The research predominantly utilizes block-based programming tools.
- Geometry is the most frequently examined mathematical content area in relation to digital programming.
- Programming is often defined and discussed in conjunction with computational thinking.
AI-generated from the title and abstract; the full text is not read.
Abstract
Digital programming has become part of school mathematics in many countries, yet research in this area remains dispersed. In this systematic scoping review, we map how digital programming is defined, why it is included, and which mathematical content areas are examined in primary and secondary mathematics education. We include peer-reviewed empirical studies and reviews published in English since 2006 that focus on digital programming in primary and secondary mathematics education. Searches are conducted in ERIC, Scopus, and Web of Science, complemented by manual searches. Screening and coding are carried out in EPPI-Reviewer using double-blind procedures and a combination of descriptive coding and categorization. In total, 90 studies are included. We find that the research is dominated by block-based tools and concentrates mainly on geometry. Programming is often defined with reference to computational thinking and discussed in close connection with computational thinking.
The authors' abstract, as published at the source. Scandinavian Journal of Educational Research, 2026 · DOI ↗
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