How may applying computational thinking contribute to developing mathematical thinking

Abstract

By assuming that applying computational thinking (CT) successfully is an important goal in contemporary education, this paper examines in what ways such application may contribute to the development of mathematical thinking (MT). With this aim, several frameworks that define and relate CT and MT were considered. It was found that applying certain CT skills (also called components or aspects) could contribute to developing MT concerning some aspects of mathematics learning. However, individual and mutual contributions of applying main CT skills to developing particular MT aspects were not examined. It is thus essential to arrive at a (much) clearer picture of which CT skills would support certain MT aspects. Suggestions for practice and research are included.