Computational thinking facilitates the resolution of complex problems in a more efficient manner. It instructs the brain to think in a more practical and organised manner. Nonetheless, motivation cannot be overlooked, as it encourages individuals to focus and persist in their efforts at solving a given problem. Both are essential components in the PMS module for programming-based mathematics education in elementary schools. The study aimed to determine how the PMS module influences students' motivation and capacity for computational reasoning in completing a given assignment. This investigation involved the participation of 31 fifth-year primary school students and two primary school mathematics teachers. An exploratory case study was employed to delve more deeply into the cultivation of computational thinking and motivation that can be attained via the PMS module. Observation, semi-structured interviews, and document sources were utilised to collect the data. The study's findings indicate that students concur that the utilisation of the PMS module enhances their computational thinking abilities and fosters a greater eagerness to persist in studying and delve into further lessons. Additionally, teachers interviewed also perceive that pupils display heightened enthusiasm and active engagement in their educational pursuits. This study enhances our understanding of how students and teachers perceive the implementation of programming in mathematics learning, leading to improved practice.

Authors:
Masyithoh MD Zuber, Universiti Sains Malaysia, Malaysia
Mohd. Asyraf Mansor, Universiti Sains Malaysia, Malaysia
Khairul Syafiq Osman, Sekolah Kebangsaan Bukit Minyak, Malaysia

About the Presenter(s)
Masyithoh Md Zuber is a postgraduate PhD candidate at Universiti Sains Malaysia, Malaysia.

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https://www.linkedin.com/in/masyithoh-md-zuber-224b812a2/

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