PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Computational thinking in and for undergraduate mathematics: Perspectives of a mathematician
Page: 723
We report on a mathematician’s perceptions and awarenesses related to incorporating problem-based activities requiring computational thinking into an upper level undergraduate mathematics course. Computational thinking is understood as the thinking, strategies, and approaches for problem solving that parallel the design of computational algorithms which can be followed and executed by a computer. Data from this case study is qualitative in nature, and seeks to present an in-depth account of one professor’s experiences developing and teaching computational thinking in and for mathematics. Analyses highlight the similarities and differences amongst the values and opportunities perceived for computational thinking versus other more ubiquitous mathematical approaches, as well as the perceived tensions and challenges in trying to foster such values and opportunities.