[Fig. 4] Efficient algorithm and student response
[Fig. 5] Least common multiple and student response
[Fig. 6] Efficient algorithm and student response
[Fig. 7] Grouping situation and python code
[Fig. 8] Sharing situation and python code
[Fig. 9] The concept of divisor and python code
[Fig. 11] The concept of the greatest common divisor and python code
[Fig. 12] The concept of the least common multiple and python code
[Fig. 13] Divisors of 24 and geometric mean $\sqrt[]{24}$
[Fig. 14] Finding divisors of 24 and middle point12)
[Fig. 15] Finding divisor and python code
[Fig. 16] Greatest common divisor and python code
[Fig. 18] Least common multiple and python code
[Fig. 19] Finding remainder: iteration and recursion
[Fig. 20] Euclid algorithm: recursion
[Fig. 21] Mathematics Education and Computational Thinking
[Fig. A] Greatest common divisor and Entry code
[Fig. 1] Student response to efficiency of finding the greatest common divisor
[Fig. 2] Existence of the greatest common divisor and student response 1
[Fig. 3] Existence of the greatest common divisor and student response 2
[Fig. 10] The concept of multiple and python code
[Fig. 17] Euclid algorithm and python code
[Table 1] 2015 the revised national curriculum
[Table 2] Components of CT
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