Computational Thinking (CT) is defined as a problem solving method involving organizing data, simplifying problems, designing/using algorithms, patterns and models which can be implemented by digital systems (Australian Curriculum Assessment and Reporting Authority, 2019). The key aspect being; problem solving in a machine like fashion; logical steps. The CT approach involves thinking about the different possible steps in order to solve the problem in one of the multiple solutions, a core condition of a good question (Leavy & Hourigan, 2019).
Many solutions is reflective of real life problems, and allows students to explore creative processes and solutions. Singer and Voica (2015) state that in mathematics, problem posing develops creativity through cognitive flexibility. Cognitive flexibility being the ability to change cognitive: variety, novelty and frames to find a solution. Singer and Voica (2015) further state that because of the cognitive flexibility required for some problems, problem posing should be utilized with more advanced students. However with proper differentiation within an activity, the underlying pedagogical concepts of CT (problem solving, data organisation etc) can be used in a regular class. Using the ‘parallel tasks’ differentiation method (Small, 2017), two or more similar questions are posed challenge students appropriately.
Blockly is a coding program where direct coded instruction is carried out on screen, or by a programmable device. The Blockly Maze game (https://blockly-games.appspot.com/ ) could be used to promote CT and be a low cognitive load precursor activity to concepts that require CT as it has a low entry point yet a high difficulty ceiling. Students can explore creative, different solutions to achieve reaching the end of the maze. This also can be an introduction to coding, as well as familiarizing students to the blockly tool that is used in later robotics modules.
When teaching order of operations in stage 3 mathematics, students must understand that there is an order in which more complex arithmetic must be done. Blockly Mazes can be a schema activation activity of CT. This idea of if condition then: action, if not: different action is crucial in CT and order of operations. The CT can be utilised further, as students realise why multiplication/division must be done first (represents lots of addition/subtraction). This gives different methods in solution, from understanding some operations as higher order, to breaking the higher order down to like terms before calculation.
CT involves following patterns logically, CT can be implemented school wide and cross curriculum (Israel, Pearson, Tapia, Wherfel & Reese, 2015). For example history: understanding why/ why not armies crossed rivers in history, if they had the materials, knowledge and opportunity they could build a bridge or rafts, if not they would go to a natural crossing
References:
Australian Curriculum Reporting and Assessment Authority. (2019). Glossary: Computational Thinking.
Israel, M., Pearson, J., Tapia, T., Wherfel, Q., & Reese, G. (2015). Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. 82, 263.
Leavy, A., & Hourigan, M. (2019). Posing mathematically worthwhile problems: Developing the problem-posing skills of prospective teachers. Journal of Mathematics Teacher Education.
Singer, F. M., & Voica, C. (2015). Is problem posing a tool for identifying and developing mathematical creativity? In Mathematical Problem Posing: From Research to Effective Practice (pp. 141-174). Springer New York.
Small, M. (2017). Good questions: Great ways to differentiate mathematics instruction in the standards-based classroom. Teachers College Press.
Technology in Education 
You must be logged in to post a comment.