International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Explanations of Gender Effects on Learning Computational Thinking in Mathematics: a Literature Review

Johanna Hedwig Kerres, Till von Monkiewitsch, Miriam Lüken

Universität Bielefeld

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 795–802ISSN 2790-36482026Scopus conference code 336559
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Abstract

This literature review examines gender-specific effects on learning computational thinking (CT) in mathematics education. It analyzes thirteen intervention studies with respect to the direction of gender effects and attributional patterns. Results show inconsistent findings: most studies report no gender effects, some report gender effects favoring boys, and one reports an effect favoring girls. Furthermore, the review reveals that studies finding no gender differences mainly use external attributions, while those favoring boys rely on internal attributions; the single study favoring girls uses both. The findings underscore the potential of well-designed interventions to reduce gender disparities in CT and the need for more detailed research.

Keywords

GenderComputational ThinkingLiterature Review

Recommended citation

Kerres, J., von Monkiewitsch, T., & Lüken, M. (2026). Explanations of Gender Effects on Learning Computational Thinking in Mathematics: a Literature Review. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 795–802). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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