Abstract

This review study synthesises the literature on how computational thinking (CT) and mathematical thinking (MT) are integrated into mathematics education research with a focus on tasks. A review of 28 relevant articles on the Web of Science Core Collection database indicated that (1) CT helps students develop and apply mathematical concepts and competence using software or programming; (2) MT helps students solve problems in CT, not necessarily including programming; (3) a reciprocal relationship between CT and MT embeds CT into mathematics learning, where CT is involved in problem-solving, and MT is developed to improve student performance on debugging or reflection; (4) tasks rarely involve creative thinking for creating computational artefacts in CT practices; and (5) tasks rarely involve critical thinking for constructing viable arguments and critiquing the reasoning of others in MT practices. Subsequently, features (including relationship, entry, and what to do) of tasks for integration between CT and MT are proposed.

摘要

本综述研究综合了有关如何将计算思维 (CT) 和数学思维 (MT) 整合到数学教育研究中的文献，重点是任务。对 Web of Science 核心合集数据库上 28 篇相关文章的回顾表明：（1）CT 帮助学生通过软件或编程开发和应用数学概念和能力；(2) MT帮助学生解决CT中的问题，不一定包括编程；（3）CT和MT之间的互惠关系将CT嵌入到数学学习中，其中CT参与解决问题，而开发MT是为了提高学生在调试或反思方面的表现；(4) 任务很少涉及在 CT 实践中创建计算人工制品的创造性思维；(5) 任务很少涉及在 MT 实践中构建可行论点和批评他人推理的批判性思维。随后，提出了CT和MT集成任务的特征（包括关系、入口和做什么）。