Synergies and Differences in Mathematical and Computational Thinking: Implications for Integrated Instruction

Autor/inn/en	Rich, Kathryn M.; Spaepen, Elizabet; Strickland, Carla; Moran, Cheryl
Titel	Synergies and Differences in Mathematical and Computational Thinking: Implications for Integrated Instruction
Quelle	In: Interactive Learning Environments, 28 (2020) 3, S.272-283 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rich, Kathryn M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1612445
Schlagwörter	Computer Science Education; Mathematics Education; Mathematics Skills; Elementary School Students; Computation; Thinking Skills; Integrated Curriculum; Common Core State Standards; Repetition; Problem Solving; Programming + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Mathematische Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Common core curriculum; Curriculum; Kerncurriculum; Wiederholung; Problemlösen; Programmierung
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01