A computational thinking perspective on school mathematics and STEM learning

A computational thinking perspective on school mathematics and STEM learning

In this talk, I discuss the transformative potential of integrating computational thinking (CT) into mathematics education, advocating for a shift from hand calculation to computational problem-solving in school mathematics classrooms, which aligns with Jeannette Wing’s notion of CT as universally applicable across problem-solving activities. Specifically, I offer insights into the new possibilities for mathematics learning by transitioning from “one-handed” (paper-and-pencil) to “two-handed” (computer-assisted) mathematics. In doing so, I explore two central questions: the contribution of a CT perspective to school mathematics learning and the role of programming-rich activities in mathematical thinking and learning. I begin by discussing the theoretical and empirical foundations of the research, providing examples from the programming environment, Scratch, in contexts ranging from primary to secondary school mathematics and STEM. I conclude by suggesting implications for a computationally enhanced mathematics education and proposing a shift towards an AI-literate, data-science-driven approach as future research directions.

Oi-Lam Ng
Professor Oi-Lam Ng began her career as a high school mathematics teacher in Vancouver, Canada, and holds a PhD in Mathematics Education from Simon Fraser University. She currently serves as an Associate Professor in the Department of Curriculum and Instruction at The Chinese University of Hong Kong, where she has been Coordinator for the Bachelor of Education in Mathematics and Mathematics Education (BMED) Programme since 2022. Her research interests include technology-enhanced teaching and learning in mathematics classrooms, constructionist learning and computational thinking education. She has coined the term ‘learning as Making’ to elucidate the novel opportunities presented by engaging learners in constructionist practices with emerging technologies such as 3D printing and programmable electronics. She actively collaborates with scholars on various research projects addressing curricula innovations in mathematics education in response to climate change and sustainability.