Araya, R. (2021). Enriching elementary school mathematical learning with the Steepest Descent algorithm. Mathematics, 9(11), 1197. http://dx.doi.org/10.3390/math9111197
Bati, K. (2021). A systematic literature review regarding computational thinking and programming in early childhood education. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10700-2
Benton, L., Kalas, I., Saunders, P., Hoyles, C. & Noss, R. (2018). Beyond Jam Sandwiches and Cups of Tea: An exploration of primary pupils’ algorithm-evaluation strategies. Journal of Computer Assisted Learning.
Boticki, I., Pivalica, D. & Seow, P. (2018). The use of computational thinking concepts in early primary school. CTE. https://www.bib.irb.hr/930955
Cervera, N., Diago, P. D., Orcos, L., & Yáñez, D. F. (2020). The acquisition of computational thinking through mentoring: An exploratory study. Education Sciences, 10(8), 202. http://dx.doi.org/10.3390/educsci10080202
Città, G., Gentile, M., Allegra, M., Arrigo, M., Conti, D., Ottaviano, S., Reale, F. & Sciortino, M. (2019). The effects of mental rotation on computational thinking. Elsevier, 141. https://doi.org/10.1016/j.compedu.2019.103613
Chevalier, M., Giang, C., Piatti, A. & Mondada, F. (2020). Fostering computational thinking through educational Robotics: A model for creative computational problem solving. International Journal of STEM Education, 7(39), 1-18. http://doi.org/10.1186/s40594-020-00238-z
Chiazzese, G., Arrigo, M., Chifari, A., Lonati, V., Tosto, C. (2019). Educational Robotics in primary school: Measuring the development of computational thinking skills with the bebras tasks. Informatics, 6(4),43. http://dx.doi.org/10.3390/informatics6040043
Gillath, O., & Karantzas, G. (2019). Attachment security priming: A systematic review. Current Opinion in Psychology, 25, 86–95. https://doi.org/10.1016/j.copsyc.2018.03.001
Hamzah, N. A. H., & Hidayat, R. (2022). The Role of Geogebra Software in Mathematics Education: A Systematic Literature Review. Jurnal Pendidikan Sains Dan Matematik Malaysia, 12(1), 24-38. https://doi.org/10.37134/jpsmm.vol12.1.3.2022
Hsu, T.C., Abelson, H., Lao, N., Tseng, Y.H. & Lin, Y.T. (2021). Behavioral - pattern exploration and development of an instructional tool for young children to learn AI. Elsevier, 2. https://doi.org/10.1016/j.caeai.2021.100012
Kakavas, P., Ugolini, F.C. (2019). Computational thinking in primary education: a systematic literature review. Research on Education and Media, 11(2), 64–94. https://doi.org/10.2478/rem-2019-0023
Kjällander, S., Mannila, L., Åkerfeldt, A., & Heintz, F. (2021). Elementary students’ first approach to computational thinking and programming. Education Sciences, 11(2), 1–15. https://doi.org/10.3390/educsci11020080
Kong, S.-C. (2019). Learning composite and prime numbers through developing an app: An example of computational thinking development through primary mathematics learning. Computational Thinking Education, 145-166. https://doi.org/10.1007/978-981-13-6528-7_9
Li, Y., Xu, S., & Liu, J. (2021). Development and validation of computational thinking assessment of chinese elementary school students. Journal of Pacific Rim Psychology, 15.
https://doi.org/10.1177/18344909211010240
Man, M. Z. G., Hidayat, R., Kashmir, M. K., Suhaimi, N. F., Adnan, M., & Saswandila, A. (2022). Design thinking in mathematics education for primary school: a systematic literature review. Alifmatika: Jurnal Pendidikan Dan Pembelajaran Matematika, 4(1), 17-36. https://doi.org/10.35316/alifmatika.2022.v4i1.17-36
Miller, J. (2019). STEM education in the primary years to support mathematical thinking: Using coding to identify mathematical structures and patterns. ZDM Mathematics Education, 51, 915–927. https://doi.org/10.1007/s11858-019-01096-y
Mohamed, M. Z., Hidayat, R., binti Suhaizi, N. N., bin Mahmud, M. K. H., & binti Baharuddin, S. N. (2022). Artificial intelligence in mathematics education: A systematic literature review. International Electronic Journal of Mathematics Education, 17(3), em0694. https://doi.org/10.29333/iejme/12132
Mukasheva, M., & Omirzakova, A. (2021). Computational thinking assessment at primary school in the context of learning programming. World Journal on Educational Technology: Current Issues, 13(3), 336–353. https://doi.org/10.18844/wjet.v13i3.5918
Nur Hasheena Anuar, Fitri Suraya Mohamad, Minoi, J.-L. (2020). Contextualising computational thinking: A case study in remote rural sarawak borneo. International Journal of Learning, Teaching and Educational Research, 19(8), 98–116. https://doi.org/10.26803/ijlter.19.8.6
Ng, O.-L. & Cui, Z. (2020). Examining primary students’ mathematical problem-solving in a programming context: towards computationally enhanced mathematics education. ZDM Mathematics Education 53, 847–860. https://doi.org/10.1007/s11858-020-01200-7
Psycharis, S., Kotzampasaki, E. (2019). The impact of a STEM inquiry game learning scenario on computational thinking and computer self-confidence. EURASIA Journal of Mathematics, Science and Technology Education, 15(4). https://doi.org/10.29333/ejmste/103071
Sabudin, G., & Halim, L. (2020). Kajian sistematik: Pendekatan pengajaran dan impak khazanah pengetahuan dalam pembelajaran sains. Jurnal Pendidikan Sains Dan Matematik Malaysia, 10(1), 21-38. https://doi.org/10.37134/jpsmm.vol10.1.4.2020
Shen, J., Chen, G., Barth-Cohen, L., Jiang, S., & Eltoukhy, M. (2020). Connecting computational thinking in everyday reasoning and programming for elementary school students. Journal of Research on Technology in Education, 1–21. doi:10.1080/15391523.2020.1834474
Silva, R., Fonseca, B., Costa, C. & Martins, F. (2021). Computational thinking skills: A didactic proposal for elementary school grades. Education Sciences, 11, 518. https://doi.org/10.3390/educsci11090518
Valovičová, L., Ondruška, J., Zelenický, L., Chytrý, V., & Medová, J. (2020). Enhancing computational thinking through interdisciplinary steam activities using tablets. Mathematics, 8(12), 1–15. https://doi.org/10.3390/math8122128
Varhol, A., Drageset, O.G. & Hansen, M.N. (2021) Discovering key interactions. How student interactions relate to progress in mathematical generalization. Math Ed Res J, 33, 365–382. https://doi.org/10.1007/s13394-020-00308-z