This research article assesses the concepts of Computational Thinking (CT) as applied in basic education. Although widely used in K12 education, many articles indicate a lack of uniformity in the conceptualization of CT. CT is defined as the systematic problem-solving ability based on algorithmic processes. It is seen as crucial for stimulating interest and diversity in STEM careers. Effective CT teaching requires precise conceptualization and appropriate teaching techniques. With the world's increasing digitization, CT is considered as fundamental as reading or math skills and should be taught from K12 education. This article reports a systematic mapping of CT con-cepts applied in K12 activities, reflecting on the chosen activities and teaching techniques. Despite some articles highlighting the unclear definition of CT, there is a notable agreement on its key concepts. The study used the IEEEXplore database, analyzing primary articles from 2019–2023. The findings reveal a high degree of similarity in CT concepts, indicating a trend towards standardization. A catalog of frequently cited activities used to teach CT is presented, aiding teachers in introducing CT in their classes. This study supports the development of teaching policies and initiatives. contributing to STEM interest and diversity.

Mathematics is a crucial skill in modern society, enhancing problem-solving abilities across various fields, from medicine to philosophy. Its concepts underpin major information systems, including machine learning and mobile applications. Nonetheless, many countries experience significant gaps in students' understanding of fundamental mathematical concepts, leading to widespread math anxiety, particularly concerning fractions. Moreover, numerous studies indicate that digital games positively influence learning outcomes by providing an engaging teaching method. To understand how existing digital games have been used to teach fractions, we conducted a Systematic Literature Review (SLR) that explores digital games that support teaching fractions and examines how they have been integrated into teaching strategies, including how their pedagogical effectiveness is assessed. Our findings underscore the need for more tools compatible with Learning Management Systems (LMS) and improved accessibility to the games/tools mentioned in the literature. Additionally, there is an urgent need to develop metrics for evaluating the effectiveness of game-based learning tools for fractions.

In an attempt to improve student learning process, schools are looking for new solutions to enhance the educational scenario. A particular direction is the adoption of educational games, mainly for their playful aspects, quick feedback, and structure with increasing levels of challenges. Within this di-rection, one relevant question is how to improve the learning of fractions, which is an essential concept to any STEM career. Targeting these issues, boost the fractions learning process, iFractions was born - a collection of Web games aimed at teaching fractions to elementary school children. It is implemented in JavaScript and is distributed as a free software. Considering that in computer-based games, giving formative feedback goes beyond checking answers to explaining and modifying a student's thinking, but can also promote learning, we propose a redesign for one of the iFractions mini-games. This redesign consisted of revising, restructuring, and renewing feedback on the balloon mini-game. The results of the redesign evaluation showed that experts involved considered that iFractions interfaces were improved and brought ideas about future modifications to the iFractions platform.

This full paper of Research Category presents the main results of a systematic review of the literature about the use of computer games in science, technology, engineering, and mathematics (STEM) courses. The concept of lifelong learning has often been encouraged in literature. However, it also reports students facing difficulties in exact sciences since elementary school: a significant challenge to overcome. Among the reasons for such difficulties are demotivation, disinterest, learning difficulties, and even the use of outdated teaching-learning methods. In an attempt to improve the relationship between students and exact sciences, schools are expanding the use of information technologies to offer the students interactive environments in order to enrich their classes. In this context, characteristics of digital games appear as a didactic resource that can benefit the students' learning process. If properly used, digital games can stimulate memory, creativity, socialization, and also incite curiosity. Due to the ease young students have with games and considering the benefits mentioned above, many institutions have been investing in digital games (or environments with some of their characteristics). However, these games can generate compulsive behaviors (WHO classified such disorders in 2018), and it is worth noticing that many articles reporting the use of games in education focus mainly on its acceptance instead of its teaching capabilities. In this article, we report the main findings, such as that technology is the area with the highest concentration of digital games. It is also observed that different guiding theories appear, such as those with a constructivist tendency. Among the arguments for using games stand out: the gain in cognitive skills, the possibility of using simulations, and the ease in understanding complex themes. The methods of didactic-pedagogical evaluation mostly used are questionnaires of acceptance or the student's perception. This review highlights the potential of digital games to promote learning. However, these games should not be focused solely on their ludic aspect, as they have a different purpose from regular games. Active methodologies mediated by information and communication technologies can make class more engaging as students actively participate in the construction of student learning.

This full paper presents the process and the results of a systematic review about students' difficulties in basic mathematics concepts in higher education. The main goal of this review is to identify the basic mathematics topics in which students face most difficulties. This tough relationship with mathematics begins a long time before the university, it can be identified at the first levels, during basic education, when students are introduced to arithmetic. According to studies, in most cases, there are two kinds of problems that can explain this learning difficulty: the first one is identified when it is related to the child's cognitive development, while the second kind of common learning difficulty is related to problems outside the child or in another particular problem. Also, it has been identified in the literature that when studying mathematics, a range of feelings can be triggered in students, ranging from positive feelings to negative ones. This perception can explain why students with a history of failures in mathematics believe that they are not able to construct the necessary knowledge to pursue higher education in STEM (science, technology, engineering and mathematics) courses. In Brazil, for instance, only 17% of students apply for a STEM course, while in countries in North America and Europe, this percentage reaches 24%. Therefore, this systematic review was conducted in order to analyze publications regarding difficulties related to basic math, faced by students in higher education. The results indicate various difficulty levels in a variety of mathematics topics, including functions and fractions in practical situations. The analyzed papers also point to the fact that the problems are faced when students are in the primary education and persists in higher education.