Abstract
This chapter deals with the recent development of computational thinking (CT) in the curricula of many countries, principally in mathematics. It aims at discussing, broadly, how CT changes the mathematical activity and impacts mathematical contents. More precisely, we study the relations between mathematics, computer science, mathematical thinking, and computational thinking, and discuss new content at the interface of computer science and mathematics as well as the transformation of mathematical content due to the integration of CT. We ground our discussions on examples of integration of CT and computer science in various countries; we further discuss the origins of CT in mathematics education and offer an epistemological reflection on the disciplines of mathematics and computer science. Finally, we discuss related issues for classroom implementation, teaching resources, and teacher development.
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Notes
- 1.
We return to the meaning of this term in the section “Evolution of the Meaning of CT in and for (Mathematics) Education.”
- 2.
Start with a positive integer n > 1. Generate the sequence by the following rule: If n is even, divide by 2; if n is odd, multiply by 3 and add 1. If n > 1, repeat the process. If n = 1, stop. For example: 10, 5, 16, 8, 4, 2, 1; this hailstone sequence has length 6 since it has 6 terms after 10.
- 3.
Here, we consider content in a broad view, including notions and concepts, techniques and skills, ways of thinking, and even cultural and general knowledge about the discipline.
- 4.
This conception also does not identify additional elements of CT that may arise from the discipline of CS and that can (or cannot) be addressed in mathematics (education). In the section “Exploring Computer Science and Mathematics: Perspectives on CT and Content,” we explore some such elements that could be incorporated in mathematics classrooms.
- 5.
In this chapter, we mean by algorithmics (in French “algorithmique,” as used in curricula) the use, creation, and study of algorithms.
- 6.
In France, technology is a school subject centered on the study, understanding, and design of technical objects.
- 7.
For more details, see “Floating-Point Arithmetic” (2022).
- 8.
This activity can be considered as “CS Unplugged,” as developed by Bell et al. (1998), and presented later.
- 9.
As illustrated in the section “Evolution of CT in Prescribed Curricula,” the chosen definition of CT can vary across the research cited in this section. We describe this in more detail when relevant; otherwise, we speak about general issues and perspectives that we expect could apply across definitions.
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Broley, L., Buteau, C., Modeste, S., Rafalska, M., Stephens, M. (2023). Computational Thinking and Mathematics. In: Pepin, B., Gueudet, G., Choppin, J. (eds) Handbook of Digital Resources in Mathematics Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-95060-6_12-1
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