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

作　　者：张艺美 Annie Savard Yimei Zhang;Annie Savard(McGill University,3102022)

机构地区：[1]McGill University,3102022

出　　处：《ECNU Review of Education》2023年第4期677-699,共23页华东师大教育评论（英文）

摘　　要：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 CTresearch in education by regarding CT as a cognitive tool for students in mathematics PS.

关 键 词：Computational thinking METACOGNITION problem-solving textbook analysis 

分 类 号：G623.5[文化科学—教育学]