The emergence of computational thinking in national mathematics curricula: An Australian example
As we move further into the digital age, the acquisition of digital literacy (DL) and computational thinking (CT) skills is emerging internationally as an essential goal for students in contemporary school curricula. As the world becomes more uncertain and volatile due to impacts of artificial intel...
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| Format: | Article |
| Language: | English |
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Journal of Pedagogical Research
2023-06-01
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| Series: | Journal of Pedagogical Research |
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| Online Access: | https://www.ijopr.com/download/the-emergence-of-computational-thinking-in-national-mathematics-curricula-an-australian-example-13369.pdf |
| _version_ | 1797805997816807424 |
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| author | Rachael Margaret Whitney-Smith |
| author_facet | Rachael Margaret Whitney-Smith |
| author_sort | Rachael Margaret Whitney-Smith |
| collection | DOAJ |
| description | As we move further into the digital age, the acquisition of digital literacy (DL) and computational thinking (CT) skills is emerging internationally as an essential goal for students in contemporary school curricula. As the world becomes more uncertain and volatile due to impacts of artificial intelligence (AI), international unrest, climate change, global economic instability and unforeseen catastrophes such as the Coronavirus (Covid-19) pandemic, it is necessary to review, revise and refine school education curricula and policies. The issue of what is essential for students to learn, and how they learn it, is of growing importance to international organisations such as the Organisation for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and is emerging as a significant driver for educational reform across the globe. The growing prominence of CT and DL skills across many industry sectors has prompted recent changes to international assessment frameworks such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). This paper will briefly discuss specific examples of alternative approaches to addressing CT in national curricula for the compulsory years of schooling and explain how CT has been adopted as a driver for mathematics curriculum change in Australia. |
| first_indexed | 2024-03-13T06:00:32Z |
| format | Article |
| id | doaj.art-d05ee41514e34ed4989cb34ddb12ce54 |
| institution | Directory Open Access Journal |
| issn | 2602-3717 |
| language | English |
| last_indexed | 2024-03-13T06:00:32Z |
| publishDate | 2023-06-01 |
| publisher | Journal of Pedagogical Research |
| record_format | Article |
| series | Journal of Pedagogical Research |
| spelling | doaj.art-d05ee41514e34ed4989cb34ddb12ce542023-06-12T18:03:40ZengJournal of Pedagogical ResearchJournal of Pedagogical Research2602-37172023-06-0172415510.33902/JPR.202318520The emergence of computational thinking in national mathematics curricula: An Australian exampleRachael Margaret Whitney-Smith0Australian Curriculum Assessment and Reporting Authority, Australia; University of Notre Dame Australia, AustraliaAs we move further into the digital age, the acquisition of digital literacy (DL) and computational thinking (CT) skills is emerging internationally as an essential goal for students in contemporary school curricula. As the world becomes more uncertain and volatile due to impacts of artificial intelligence (AI), international unrest, climate change, global economic instability and unforeseen catastrophes such as the Coronavirus (Covid-19) pandemic, it is necessary to review, revise and refine school education curricula and policies. The issue of what is essential for students to learn, and how they learn it, is of growing importance to international organisations such as the Organisation for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and is emerging as a significant driver for educational reform across the globe. The growing prominence of CT and DL skills across many industry sectors has prompted recent changes to international assessment frameworks such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). This paper will briefly discuss specific examples of alternative approaches to addressing CT in national curricula for the compulsory years of schooling and explain how CT has been adopted as a driver for mathematics curriculum change in Australia. https://www.ijopr.com/download/the-emergence-of-computational-thinking-in-national-mathematics-curricula-an-australian-example-13369.pdfalgorithmalgorithmic thinkingchance experimentscomputational thinkingcurriculummathematical thinking |
| spellingShingle | Rachael Margaret Whitney-Smith The emergence of computational thinking in national mathematics curricula: An Australian example Journal of Pedagogical Research algorithm algorithmic thinking chance experiments computational thinking curriculum mathematical thinking |
| title | The emergence of computational thinking in national mathematics curricula: An Australian example |
| title_full | The emergence of computational thinking in national mathematics curricula: An Australian example |
| title_fullStr | The emergence of computational thinking in national mathematics curricula: An Australian example |
| title_full_unstemmed | The emergence of computational thinking in national mathematics curricula: An Australian example |
| title_short | The emergence of computational thinking in national mathematics curricula: An Australian example |
| title_sort | emergence of computational thinking in national mathematics curricula an australian example |
| topic | algorithm algorithmic thinking chance experiments computational thinking curriculum mathematical thinking |
| url | https://www.ijopr.com/download/the-emergence-of-computational-thinking-in-national-mathematics-curricula-an-australian-example-13369.pdf |
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