In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

在本文中，我们探讨了一群5至6岁（12-14岁）的小学生通过基于块的编程从事一系列问题解决任务时所面临的挑战。根据分类法对挑战进行了分析，重点是数学上下文中计算思维（CT）元素的存在：准备问题，编程，创建计算抽象以及故障排除和调试。我们的结果表明，必须学习基于CT的环境以及在该环境中应用数学概念和解决问题的能力，使学生面临的挑战更加复杂。详细讨论了由于CT和数学思维之间的差异而引起的观察到的挑战的可能解释，以及关于提高将CT纳入数学学习的有效性的建议。这项研究为通过计算丰富数学教育提供了循证指导。