Defining Computational Thinking as an Evident Tool in Problem-Solving: Comparative Research on Chinese and Canadian Mathematics Textbooks

Abstract

Purpose To analyze mathematics problem-solving (PS) procedures in Chinese (CH) and Canadian (CA) elementary mathematics textbooks that leverage computational thinking (CT) as a cognitive tool, which have evidently existed and been implemented. Design/Approach/Methods In this study, an analysis framework was developed to investigate the characteristics of CT tools for three PS steps—understand the problem, devise and conduct plans, and look back into textbooks—in four contexts: data practices, modeling and simulation practices, computational tools practices, and systemic thinking practices. Findings Our results demonstrate the tools (CT) employed in the PS process in CH and CA mathematics textbooks. The strong connections between the “look back” stage and CT tools were explored. During the “look back” stage, both countries required students to transfer their knowledge and perform generalization. In addition, CT is regarded as a basic skill analysis for students in mathematics education and has received significant attention at every stage of the PS process. Originality/Value This study brings a new perspective to CT research in education by regarding CT as a cognitive tool for students in mathematics PS.