Integrating mathematics and ICT objectives for algorithmic thinking, problem solving skills, and epistemological beliefs

This mixed method study assessed the effectiveness of an integrated Mathematics and ICT curriculum designed according to the problem-based Arc of Learning framework, for student learning, and investigated its effects on the 5th-graders' problem-solving and algorithmic thinking skills, as well as mathematics-related epistemological beliefs. PBL activities were developed by the researcher that integrated two units in the mathematics curriculum, and one unit in the ICT curriculum. The participants were 5th-grade students (n=23) in the experimental group while 6th graders (n=21) in the control group and 193 5th-8th graders comprised the participants for the investigation of the middle schoolers' mathematics-related epistemological beliefs. Quantitative data were collected through Mathematics Oriented Epistemological Beliefs Scale (MOEBS); algorithmic thinking and problem-solving skills test (ATPS test), and mathematics and ICT unit tests. The qualitative data were collected through weekly assignments and students' artifacts during the implementation. The results indicated that the students improved their ATPS skills at the end of the implementation. They also increased their Mathematics and ICT unit exam scores. The qualitative data supported the results from the quantitative data by showing that the students who increased their ATPS scores significantly also improved their scores in the Math and ICT unit exams. An examination of student artifacts in group work provided evidence for the learning process and the improvement the students experienced throughout the 5-week program. As for epistemological beliefs, no significant difference was found before and after the implementation in the MOEBS scores.