Abstract:

Computational Thinking is a set of thinking processes to formulate problems and describe solutions for those problems. Those solutions can be computable by a human or a machine [1],[2]. In recent years, computational thinking has been largely explored by the Computing Education community however researchers in an increasing number of fields beyond computer science have been reaping benefits from computational thinking. In alignment with recent global trends, the recently released curricular orientations for mathematics learning in Portugal [3], include computational thinking as a transversal competence in mathematics learning. This fact gave visibility to the straight connection between both fields of knowledge.

Although the consensus regarding the urgent and pressing need to develop students’ computational thinking abilities in connection with mathematics learning practices, there is a need to help teachers develop computational thinking didactic approaches in those practices. To promote the application of Computational Thinking in K-12 education, researchers argue the need for professional development on the subject for educators, especially pre-service teachers [4].

This paper will theoretically discuss mathematics learning and Computational Thinking development as two interrelated processes. For that, we will analyze and discuss an experiment yield with pre-service teachers in a course of Didactics of Mathematics at a Portuguese University. Our main purpose is to understand how pre-service primary school teachers understand the similarities and the differences between the two highlighted processes and how they can design learning activities that promote mathematical and computational thinking skills in their pupils.

Keywords:

Mathematics learning, Computational thinking, Pre-service teachers.