Abstract:

Algebraic thinking is one of the core values of Mathematics and implies, among other advantages, acquiring the ability to represent and generalize patterns in any area of this science. Thus, when we develop this type of thinking, the individual is able to communicate a mathematical argument, using the necessary language and symbolism. It is true that algebraic thinking is developed at different levels, but more and more countries see it as fundamental to promote it from early childhood education. Moreover, algebraic thinking has a close relationship with computational thinking, which can be implemented as a cross-curricular competence in any subject and age. We must remember that within the educational process and, in particular, in the teaching of Mathematics, it is important to strengthen the inclusion of strategies that encourage students to reflect deeply on the concepts, theories and applications they are learning, giving rise, among others, to number sense and abstraction. In this paper, we will study the implementation of these two types of thinking within the pre-university curriculum, particularly in Spain. We will analyze their status and their relationship with the concepts taught in different courses, from Primary to Secondary, and, although their implementation is possible in several subjects, we will focus on the subject of Mathematics.

Keywords:

Algebraic thinking, computational thinking, Mathematics, cross-curricular competence, digital competence, STEAM, technology, learning.