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ERIC Number: EJ1252945
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-4820
EISSN: N/A
Synergies and Differences in Mathematical and Computational Thinking: Implications for Integrated Instruction
Rich, Kathryn M.; Spaepen, Elizabet; Strickland, Carla; Moran, Cheryl
Interactive Learning Environments, v28 n3 p272-283 2020
A key debate in computer science education is whether and how computational thinking (CT) is used within disciplines other than computer science. Broad definitions provide many avenues for developing integrated instruction, as practices within existing activities can simply be reframed in terms of CT. But such general use of the term CT may confuse its meaning and dilute its power as a tool for bringing CS to all. In this paper, we take the viewpoint that mathematical thinking and computational thinking share common practices, such as using repetition to accomplish tasks, but these shared ideas may develop differently in mathematics and computer science. We use document analysis to analyze the K-5 Common Core State Standards for Mathematics for the presence of these common practices and describe the specific ways they develop in mathematics. We compare these elements of mathematical thinking to related elements of CT to identify synergies and differences between CT and mathematical thinking. We argue that these synergies and differences have implications for the development of integrated instruction designed to bring CS to all.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Education and Human Resources (EHR)
Authoring Institution: N/A
Grant or Contract Numbers: 1542828