Characterising computational thinking in mathematics education: a literature-informed Delphi study

Abstract

Recently, computational thinking has attracted much research attention, especially within primary and secondary education settings. However, incorporating computational thinking (CT) in mathematics or other disciplines is not a straightforward process and introduces many challenges concerning the way disciplines are organised and taught in school. The aim of this paper is to identify what characterises CT in mathematics education and which CT aspects can be addressed within mathematics education. First, we present a systematic literature review that identifies characteristics of computational thinking that have been explored in mathematics education research. Second, we present the results of a Delphi study conducted to capture the collective opinion of 25 experts in both the fields of mathematics education and computer science regarding the opportunities for addressing computational thinking in mathematics education. The results of the Delphi study, which corroborate the findings of the literature review, highlight three important aspects of computational thinking to be addressed in mathematics education: problem solving, cognitive processes, and transposition.

Recognizing Algorithmic Concepts in New Contexts: An Analysis of Students’ Reasoning

“…The analysis and specification of the problem to be solved are significant steps in algorithmic thinking (Futschek, 2006). Especially for problem-solving in different domains, as is the aim of CT, the specification of the problem includes the translation of the problem into computational elements (Kallia et al, 2021). In a study investigating CT in mathematics education, Kallia et al (2021) described the 'contextualization' of the problem-solving discipline and distinguished four categories of cognitive activities (see Fig.…”

“…Especially for problem-solving in different domains, as is the aim of CT, the specification of the problem includes the translation of the problem into computational elements (Kallia et al, 2021). In a study investigating CT in mathematics education, Kallia et al (2021) described the 'contextualization' of the problem-solving discipline and distinguished four categories of cognitive activities (see Fig. 2): 1) translation of the problem into computational elements; 2) construction of a solution by using or developing algorithms; 3) translation of this solution in terms of the specific context or domain; 4) evaluation of whether the solution solves the real-world problem.…”

Learning number patterns through computational thinking activities: A Rasch model analysis

“…(2017) argued that a natural connection existed between CT and mathematics in terms of logical structure and in the capability to explore and model mathematical relationships. Kallia et al. (2021) claimed that both CT and mathematical thinking approach thinking by adopting concepts of cognition, metacognition, and dispositions central to problem-solving.…”

“…The infusion of CT into mathematics lessons can deepen and enrich the learning of mathematics, and vice versa ( Weintrop et al., 2016 ; Ho et al., 2017 ). It can also acquaint learners with the practice of mathematics in the real world ( Weintrop et al., 2016 ) and cultivate students' ability to acquire knowledge and apply it to new situations ( Kallia et al., 2021 ). Taking into account these advantages, many researchers and educators began to integrate CT in the mathematics classroom.…”

“…In a similar vein, Gadanidis et al (2017) argued that a natural connection existed between CT and mathematics in terms of logical structure and in the capability to explore and model mathematical relationships. Kallia et al (2021) claimed that both CT and mathematical thinking approach thinking by adopting concepts of cognition, metacognition, and dispositions central to problem-solving. In addition, they also recognize and foster socio-cultural learning opportunities that shape ways of thinking and practicing that reflect the real world.…”