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To address this gap in knowledge, this study made use of learning trajectories (LTs; hypothesized learning goals, progressions, and activities) in CT concept areas such as sequence, repetition, conditionals, and decomposition to better understand students\u2019 CT. This study implemented eight math-CT integrated lessons aligned to U.S. national mathematics education standards and the LTs with third- and fourth-grade students. This basic interpretive qualitative study aimed at gaining a deeper understanding of elementary students\u2019 CT by having students express and articulate their CT in cognitive interviews. Participants\u2019 (<jats:italic>n<\/jats:italic>= 22) CT articulation was examined using<jats:italic>a priori<\/jats:italic>codes translated verbatim from the learning goals in the LTs and was mapped to the learning goals in the LTs. Results revealed a range of students\u2019 CT in problem-solving, such as using precise and complete problem-solving instructions, recognizing repeating patterns, and decomposing arithmetic problems. By collecting empirical data on how students expressed and articulated their CT, this study makes theoretical contributions by generating initial empirical evidence to support the hypothesized learning goals and progressions in the LTs. This article also discusses the implications for integrated CT instruction and assessments at the elementary level.<\/jats:p>","DOI":"10.1145\/3494579","type":"journal-article","created":{"date-parts":[[2022,2,9]],"date-time":"2022-02-09T13:57:30Z","timestamp":1644415050000},"page":"1-26","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":17,"title":["Elementary Computational Thinking Instruction and Assessment: A Learning Trajectory Perspective"],"prefix":"10.1145","volume":"22","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3037-085X","authenticated-orcid":false,"given":"Feiya","family":"Luo","sequence":"first","affiliation":[{"name":"University of Alabama, Tuscaloosa, AL"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0302-6559","authenticated-orcid":false,"given":"Maya","family":"Israel","sequence":"additional","affiliation":[{"name":"University of Florida, Gainesville, FL"}]},{"given":"Brian","family":"Gane","sequence":"additional","affiliation":[{"name":"University of Illinois at Chicago, Chicago, IL"}]}],"member":"320","published-online":{"date-parts":[[2022,2,9]]},"reference":[{"key":"e_1_3_2_2_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2019.03.018"},{"key":"e_1_3_2_3_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.robot.2015.10.008"},{"key":"e_1_3_2_4_2","first-page":"97","volume-title":"Learning over Time: Learning Trajectories in Mathematics Education","author":"Barrett Jeffrey E.","year":"2014","unstructured":"Jeffrey E. 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