School and Community Practices of Computational Thinking in Mathematics Education through Diverse Perspectives

Abstract

In the 21st century, computational thinking (CT) has emerged as a fundamental skill. Building on this momentum and recognizing the importance of exploring the use of computational thinking (CT) concepts and tools in teaching and learning, this study conducted a qualitative content analysis to investigate online resources for school and community outreach practices related to integrating CT and coding into mathematics education. The data set was selected from sample websites hosting a community of practice and interpreted through Kafai et al.’s (2020) framings of CT and a combination of three theories of learning and teaching (i.e., constructionism, social constructivism, and critical literacy). The study found that in mathematics, more attention is given to the cognitive approach of CT, which focuses on acquiring CT skills and concepts, rather than the situated approach that emphasizes participation during learning. Additionally, there is not enough emphasis on the critical framing of CT, which examines how learning reflects values and power structures. The study’s significance is grounded in enhancing the perspectives of researchers, educators, and policymakers by providing insights into the wide affordances of CT which meet and exceed the expectations of curriculum content and skills. In light of the recent attention paid to adding coding to the new mathematics curriculum, this study contributes to the literature, practice, and curriculum development on the integration of CT into school mathematics and serves as a basis for future research in the field.

Keywords

• Computational thinking; Coding; Mathematics Education; Cognitive; Situated; Critical