GeoGebra pop-up notifications as formative feedback for learning computational thinking in mathematics lessons

Computational thinking (CT) is a fundamental skill for everyone that is relevant to 21st-century skills. Initiatives have been carried out to enhance CT outside of computer science (CS) courses. In this study, we integrated CT into mathematics lessons utilizing GeoGebra. Our lessons' development was guided by the educational design research approach (EDR). When we piloted our lessons with junior high school students, we found that GeoGebra could provide pop-up notifications as formative feedback to support students' debugging skills. Pop-up notifications could act as a negotiated-style interruption or an immediate-style interruption. The first interruption is when the students get a pending message about the errors so that they become aware of them. Meanwhile, the latter informs students to revise the errors immediately. In this paper, we will discuss how these interruptions as a formative assessment could be a means of support for students while learning CT+Maths lessons.