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

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.