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

Oct 15, 2026

Uploaded by hdkawk

Purpose: To analyze mathematics problem-solving procedures in Chinese and Canadian elementary textbooks that leverage computational thinking as a cognitive tool. Design/Approach/Methods: An analysis framework examines CT tool characteristics across three problem-solving steps—understand the problem, devise and conduct plans, and look back—across data practices, modeling and simulation practices, computational tools practices, and systemic thinking practices. Findings: Results identify CT tools used in both countries and highlight strong links between the “look back” stage and CT tools, requiring knowledge transfer and generalization.

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Abstract

Purpose and scope

Design/Approach/Methods

Findings

Introduction

Computational thinking as a cognitive skill set

Problem-solving in mathematics education

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Deﬁning Computational Thinking as an Evident Tool in Problem-Solving: Comparative Research on Chinese and Canadian Mathematics Textbooks Yimei Zhang (张艺美) McGill University Annie Savard McGill University3102022 ECNU Review of Education 2023, Vol. 6(4) 677–699 © The Author(s) 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311231158393](DOI: 10.1177/20965311231158393)[ ](DOI: 10.1177/20965311231158393)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe) Abstract Purpose: To analyze mathematics problem-solving (PS) procedures in Chinese (CH) and Canadian (CA) elementary mathematics textbooks that leverage computational thinking (CT) asa 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 Corresponding author: Yimei Zhang, Department of Integrated Studies in Education, Faculty of Education, McGill University, 854 Rue Sherbrooke, Montreal, Quebec, Canada H3A 0G4. Email: yi-mei.zhang@mail.mcgi[ll.ca](ll.ca) Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as speciﬁed on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)). 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 CT research in education by regarding CT as a cognitive tool for students in mathematics PS. Keywords Computational thinking, metacognition, problem-solving, textbook analysis Date received: 14 May 2022; revised: 26 July 2022, 3 October 2022; accepted: 14 November 2022 Introduction Computational thinking (CT), recognized as a cognitive skill set for problem-solving (PS ) (Wing, 2006), has been regarded as a fundamental capacity for students in the digital society (Wing, 2006) . Wing (2006) proposed a broad deﬁnition, emphasizing the ﬁelds of computer science in human endeavors: According to Wing (2006),“computational thinking involves solving problems, designing systems, and understanding human behaviors, by drawing on the concepts fundamental to computer science.” Therefore, in this study, we deﬁne CT by relying on the applications of practice identiﬁed above in contexts distinct from computer science (Wing, 2006). Barr et al. (2011) emphasized on PS using computer science, deﬁning CT as a process of recognizing various patterns in the world and applying tools from computer science to reason and understand the world, thus solving as well as learning to solve problems. Another important perspective of CT comes from Wing (2011), who proposes CT as “a form that can be effectively carried out by an information-processing agent”to present solutions. By transcending programming languages (Wing, 2006), CT might include problem abstraction and decomposition

FAQs

What is the purpose of the study on computational thinking in problem-solving?

The study analyzes mathematics problem-solving procedures in Chinese and Canadian elementary textbooks that use computational thinking as a cognitive tool.

How is computational thinking examined in the problem-solving process?

The analysis framework evaluates CT tool characteristics across three problem-solving steps and four practice contexts, including data practices and modeling and simulation practices.

What do the findings say about the “look back” stage?

The study shows strong connections between the “look back” stage and CT tools, where students transfer knowledge and perform generalization.

Oct 15, 2026

Uploaded by hdkawk