Computational Thinking and Mathematical Problem Solving, an Analytics Based Learning Environment

<< Background >>We applied for the CT&MathABLE project in response to increasing concern across Europe about declining student performance in mathematics and the urgent need to strengthen digital, computational, and engineering competencies to support industrial innovation and social inclusion. Aligned with the EU’s Digital Education Action Plan and Digital Decade targets, the project aims to equip students and teachers with the tools, resources, and training to develop Computational Thinking (CT) and Algebraic Thinking (AT) from an early age.CT&MathABLE addresses critical needs: teachers report low confidence in teaching CT and digital skills; students often fail to see the relevance of maths in real life; and disadvantaged groups face persistent barriers in computing education. The project offers an innovative educational architecture combining individualized learning paths, gamified tasks, learning analytics, and new CT/AT assessment instruments.By developing engaging, inclusive digital content, high-quality open-access resources, and CT/AT assessment instruments for students aged 9-14, CT&MathABLE supports teachers, empowers learners, and strengthens Europe’s capacity for a more innovative, equitable, and digitally skilled workforce.<< Objectives >>The CT&MathABLE project aimed to enhance students' digital, computational thinking (CT), and algebraic thinking (AT) skills while supporting Europe’s digital and green transitions. Aligned with the European Skills Agenda and Digital Education Action Plan, the project promotes citizen empowerment in CT/STEM, sustainable competitiveness, and educational equity.The main objective of the project was to facilitate the digital transformation of education by:1. Enhancing students’ digital competencies and self-awareness through learning analytics2. Developing CT and AT skills using interactive, gamified tasks3. Promoting a task-based learning approach within STEM education4. Creating assessment instruments for CT and AT linked with learning analytics5. Ensuring compatibility with diverse learning management systemsWe aimed to support students aged 9-14 in building essential 21st-century competencies through individualized learning pathways. Additionally, the project targeted teachers and curriculum designers by providing hands-on experience with technology integration, personalized instruction, and blended learning practices that align with formal curricula and encourage long-term instructional innovation.<< Implementation >>The CT&MathABLE project implemented a structured set of activities across five work packages, aiming to digitally transform classroom learning by integrating CT and AT. A key achievement was developing and deploying a novel educational architecture that supports CT integrated with mathematics learning.WP1 focused on project management, ensuring effective coordination, quality assurance, and financial oversight. WP2 created Learning Paths for students aged 9-14, aligned with defined learning outcomes, piloted in schools, and supported by teacher workshops. WP3 developed three validated assessment instruments (COMATH1-3) for measuring CT and AT of students aged 9-10, 11-12, and 13-14. WP4 focused on designing a tool and framework for creating interactive tasks, created 100+ new interactive tasks linked to student learning trajectories and classroom implementation. The interactive tasks were translated into eight languages.WP5 disseminated project results to teachers, education authorities, and policy makers through events, white papers, and films. Central to implementation was the use of interactive digital tasks combined with learning analytics to provide adaptive and engaging learning experiences for diverse learners.<< Results >>The CT&MathABLE project has delivered a comprehensive set of tangible outputs to strengthen digital and computational education across Europe. Central to its results are three validated assessment instruments (COMATH1-3) for measuring Computational Thinking (CT) and Algebraic Thinking (AT) in students aged 9-14 an essential innovation for educators and researchers. The project also produced over 100 interactive tasks, fully integrated with learning analytics, and the Bebras Lodge tool that enables teachers to design their own activities. A framework for interactive tasks, grounded in Mayer’s multimedia principles and Bloom’s Taxonomy, together with structured learning paths for ages 9-14, further support classroom integration. Materials were translated into eight languages and piloted in schools across partner countries. Results were disseminated through the Bebras and ViLLE networks, reaching educators in over 70 countries. Complementing these outputs, 19 research articles, six white papers, and six short films were generated, and many multiplier and dissemination events were organized. These outputs equip teachers with digital resources, provide evidence for policymakers, and offer students data-driven learning experiences.