The relationships between computational and mathematical thinking: A review study on tasks

Wan Rou Wu, Kai Lin Yang*

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

Abstract

This review study synthesises the literature on how computational thinking (CT) and mathematical thinking (MT) are integrated into mathematics education research with a focus on tasks. A review of 28 relevant articles on the Web of Science Core Collection database indicated that (1) CT helps students develop and apply mathematical concepts and competence using software or programming; (2) MT helps students solve problems in CT, not necessarily including programming; (3) a reciprocal relationship between CT and MT embeds CT into mathematics learning, where CT is involved in problem-solving, and MT is developed to improve student performance on debugging or reflection; (4) tasks rarely involve creative thinking for creating computational artefacts in CT practices; and (5) tasks rarely involve critical thinking for constructing viable arguments and critiquing the reasoning of others in MT practices. Subsequently, features (including relationship, entry, and what to do) of tasks for integration between CT and MT are proposed.

Original languageEnglish
Article number2098929
JournalCogent Education
Volume9
Issue number1
DOIs
Publication statusPublished - 2022

Keywords

  • computational thinking
  • cross-disciplinary
  • mathematical thinking
  • systematic review
  • tasks

ASJC Scopus subject areas

  • Education

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