In this paper we study how children aged 12-15 years learn together with their parents while solving a series of playful inquiry-based tasks with an educational robot. The purpose of the study is to understand how children and their parents learn mathematics and computational thinking in non-formal out-of-school learning activities. For the study…

This study aimed to examine whether a computational thinking (CT) intervention related to (a) number knowledge and arithmetic (b) algebra, and (c) geometry impacts students' learning performance in primary schools. To this end, a quasi-experimental, nonequivalent group design was employed, with 61 students assigned to the experimental group and 47…