Defining Computational Thinking as an Evident Tool in Problem-Solving: Comparative Research on Chinese and Canadian Mathematics Textbooks

Autor/inn/en	Zhang, Yimei; Savard, Annie
Titel	Defining Computational Thinking as an Evident Tool in Problem-Solving: Comparative Research on Chinese and Canadian Mathematics Textbooks
Quelle	In: ECNU Review of Education, 6 (2023) 4, S.677-699 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Yimei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
Schlagwörter	Computation; Thinking Skills; Problem Solving; Comparative Education; Educational Research; Mathematics Education; Textbooks; Foreign Countries; Elementary School Mathematics; Metacognition; China; Canada + Suchen Sie Ihr Suchwort? Denkfähigkeit; Problemlösen; Vergleichende Erziehungswissenschaft; Bildungsforschung; Pädagogische Forschung; Mathematische Bildung; Textbook; Text book; Schulbuch; Lehrbuch; Ausland; Elementare Mathematik; Schulmathematik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kanada
Abstract	Purpose: To analyze mathematics problem-solving (PS) procedures in Chinese (CH) and Canadian (CA) elementary mathematics textbooks that leverage computational thinking (CT) as a cognitive tool, which have evidently existed and been implemented. Design/Approach/Methods: In this study, an analysis framework was developed to investigate the characteristics of CT tools for three PS steps--understand the problem, devise and conduct plans, and look back into textbooks--in four contexts: data practices, modeling and simulation practices, computational tools practices, and systemic thinking practices. Findings: Our results demonstrate the tools (CT) employed in the PS process in CH and CA mathematics textbooks. The strong connections between the "look back" stage and CT tools were explored. During the "look back" stage, both countries required students to transfer their knowledge and perform generalization. In addition, CT is regarded as a basic skill analysis for students in mathematics education and has received significant attention at every stage of the PS process. Originality/Value: This study brings a new perspective to CT research in education by regarding CT as a cognitive tool for students in mathematics PS. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01