#946: Concepts, Approaches, and Outcomes in Computational Thinking and Mathematics Integration in K-12: An Umbrella Review

Despite growing interest in integrating Computational Thinking (CT) into K-12 mathematics, the research remains fragmented. To create a cohesive overview, this umbrella review synthesizes 18 literature reviews, meta-analyses, and scoping reviews published between 2006 and 2025. Our analysis focuses on the what (concepts), how (approaches), and why (outcomes) of CT-Mathematics integration. Our findings reveal a consensus on the benefits of CT-Mathematics integration but a lack of specificity. While common concepts (e.g., abstraction, geometry) and tools (e.g., Scratch) are identified, the synergistic links between them and the pedagogical strategies for implementation are underexplored. Furthermore, learning outcomes are often studied in broader STEM contexts, obscuring the CT-Mathematics link. We conclude that future research must move beyond demonstrating if integration is effective to explaining how, when, and under what conditions CT-Mathematics integration fosters deep, synergistic learning.