An instructional design in mathematics education enriched with design thinking and computational thinking

In today's education system, where the problems encountered in daily life are at the forefront, there are skills and standards that students need to gain to find solutions to these problems. ISTE has determined seven standards that students should acquire. Among these standards, computational thinking in the context of problem-solving and design-oriented thinking approaches that focus on creative design is processes that support each other. These two approaches are expected to help students develop many skills in addition to problem-solving. Moving from this point, this study aims to integrate Computational Thinking (CT) into the Design Thinking (DT) process and to create an applicable instructional design in mathematics learning. In order to create the teaching model, the Type 2 developmental research method, one of the design-based research methods, was used. The instructional design developed to be implemented in the secondary school mathematics course was tested in the implementation process, which included pilot, experimental, and control groups. In order to collect qualitative data in the process, ADDIE instructional design evaluation rubric and quantitative data were collected with academic achievement tests, attitude scale towards mathematics, mathematics motivation scale, and computational thinking scale. Has been done. As a result of the analyses, it was observed that the CT Integrated DT teaching model, designed for mathematics teaching, positively affected students' mathematical motivation and attitudes towards mathematics and improved their BID skills.