Integrating Computational Thinking in the Mathematics Curriculum
Gerard Rambally, University of North Texas at Dallas, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper focuses on the integration of computational thinking (CT) skills in secondary school mathematics. Using example concepts from the mathematics curriculum, this paper demonstrates how key CT skills including algorithmic thinking, problem reformulation, exhaustive search, heuristic reasoning, backtracking, and problem representation, can be fostered without computer programming. The paper presents a minds-on, seamless (i.e. no new content), problem-driven integration of CT in mathematics which expose students to habits of mind beyond the standard mathematics curriculum thereby providing them with a broader, firmer foundation. Furthermore, the approach suggested in this paper does not extend the mathematics curriculum. Various types of problems in the existing mathematics curriculum are used to foster computational thinking. Through these experiences students learn many critical principles but, more importantly, develop a cognitive model about computational processes.
Rambally, G. (2014). Integrating Computational Thinking in the Mathematics Curriculum. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 120-127). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)