Computational thinking and mathematics teaching: An experience on initial teacher education

Overview & Synopsis

The close relationship between computational thinking (CT) and mathematics education has been the focus of several studies. In this communication, we present the results of a didactical proposal developed on initial teacher education course for prospective primary teachers. The aim of this study is to identify the prospective teachers’ work on a didactical proposal focused on computational thinking as a mathematical ability. The study, with an exploratory nature, engaged prospective primary teachers and the two authors of this paper, who co-teaches the didactic proposal. The results show an evolution of prospective teachers' performance on mathematical tasks concerning computational thinking supported by technology. The results highlight that is pertinent to provide experiences for prospective teachers aiming to explore the teaching of mathematics and computational thinking to empower them for their future professional practice.