Exploring the intersection of algebraic and computational thinking

• Published in: Mathematical thinking and learning Vol. 23; no. 2; pp. 170 - 185
• Main Authors: Bråting, Kajsa, Kilhamn, Cecilia
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 2021; Taylor & Francis Ltd
• Subjects: Algebra; Algebraic thinking; Computation; computational thinking; Education & Educational Research; Elementary School Mathematics; Foreign Countries; Game Based Learning; Learning; Linguistic Theory; Matematik; Mathematical analysis; Mathematical sciences; Mathematics Education; Programming; Programming languages; Representations; Secondary School Mathematics; Semantics; semiotic representation; Semiotics; students; Thinking Skills; Sweden
• ISSN: 1098-6065; 1532-7833; 1532-7833
• DOI: 10.1080/10986065.2020.1779012

This article investigates how the recent implementation of programming in school mathematics interacts with algebraic thinking and learning. Based on Duval's theory of semiotic representations, we analyze in what ways syntax and semantics of programming languages are aligned with or divert from corresponding algebraic symbolism. Three examples of programming activities suggested for school mathematics are discussed in detail. We argue that although the semiotic representations of programming languages are similar to algebraic notation the meanings of several concepts in these two domains differ. In a learning perspective these differences must be taken into account, especially considering that students have to convert between registers with both overlapping and specific meanings.