Synergies and differences in mathematical and computational thinking: implications for integrated instruction

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.

KEYWORDS:

• Computational thinking
• computer science education
• elementary school
• K-5 mathematics
• curriculum integration

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Kathryn M. Rich is a doctoral student in the Educational Psychology and Educational Technology program at Michigan State University. Her research interests center broadly on uses of technology in elementary mathematics education.

Elizabet Spaepen is a Lead Research & Evaluation Associate and Curriculum Developer at UChicago STEM Education. She received her PhD in Psychology from the University of Chicago. Her research interests center on improving teaching and learning through translation of research into tools for teachers and students, especially in early childhood classrooms.

Carla Strickland is a Digital Curriculum Developer at UChicago STEM Education. Her portfolio and research interests focus on developing and adapting curriculum to make effective use of the unique affordances of digital delivery.

Cheryl Moran is a Senior Curriculum Developer at UChicago STEM Education. She is an author of Grade 2 Everyday Mathematics and co-author of Everyday Mathematics My Reference Book. Her interests include developing mathematics and computer science curriculum for teachers.

ORCID

Kathryn M. Rich http://orcid.org/0000-0003-3162-2980

Additional information

Funding

This work was supported by the National Science Foundation Directorate for Education and Human Resources [grant number 1542828].