Emergence of computational/algorithmic thinking and its impact on the mathematics curriculum

Abstract

The so-called fourth industrial revolution, based upon widespread use of data analytics, rapid refinements in artificial intelligence and its applications, and near universal access to high-speed Internet supporting cloud storages, has created economic and social conditions that require an increasing supply of ICT skilled workers. If one of the important purposes of school mathematics is to help young people to understand these conditions and prepare them to take part in this revolution in their future work, then, among other issues, computational/ algorithmic thinking (CT/AT), which underpins the above conditions, can be expected to assume a more visible place in the mathematics curriculum of the future. This chapter summarises recent research on CT/AT and outlines current trends, challenges and possible directions for the future of school mathematics curriculum that should foster developing CT/AT.