Alireza Moghaddam - Faculty of Education, Memorial University of NewfoundlandSt. John’s, NL, CANADA

This paper explores computational thinking (CT) capabilities in general and its integration in mathematics education in particular. It studies how CT, especially coding, could enhance mathematics problem solving capabilities of students along with its unique features that bring engagement in mathematics learning. Furthermore, CT elements are discussed through a mathematics problem and how these elements are realized when CT is integrated with mathematics education. CT conceptualization and professional development are presented are two main challenges practitioners and university scholars face in utilizing CT potentials. Finally, the role of teacher’s colleges as well as that of professional development program coordinators are discussed in grappling with these challenges.

Computational thinking, integration challenges, mathematics education