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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/defining-computational-thinking-as-an-evident-tool-in-problem-solving-comparative-research-on-chinese-and-canadian-mathematics-textbooks/601467/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/defining-computational-thinking-as-an-evident-tool-in-problem-solving-comparative-research-on-chinese-and-canadian-mathematics-textbooks/601467.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study on computational thinking in problem-solving?","Question",{"text":112,"@type":113},"The study analyzes mathematics problem-solving procedures in Chinese and Canadian elementary textbooks that use computational thinking as a cognitive tool.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is computational thinking examined in the problem-solving process?",{"text":117,"@type":113},"The analysis framework evaluates CT tool characteristics across three problem-solving steps and four practice contexts, including data practices and modeling and simulation practices.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings say about the “look back” stage?",{"text":121,"@type":113},"The study shows strong connections between the “look back” stage and CT tools, where students transfer knowledge and perform generalization.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601467,1792643836,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Defining Computational Thinking as an Evident Tool in Problem-Solving: Comparative Research on Chinese and Canadian Mathematics Textbooks  \nYimei Zhang (张艺美)  \nMcGill University Annie Savard McGill University3102022  \nECNU Review of Education 2023, Vol. 6(4) 677–699 © The Author(s) 2023 Article reuse guidelines:  \n[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)  \nAbstract  \nPurpose: 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.  \nDesign/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.  \nFindings: 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  \nCorresponding author:  \nYimei Zhang, Department of Integrated Studies in Education, Faculty of Education, McGill University, 854 Rue Sherbrooke, Montreal, Quebec, Canada H3A 0G4.  \nEmail: yi-mei.zhang@mail.mcgi[ll.ca](ll.ca)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons 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)).  \nfor students in mathematics education and has received significant attention at every stage of the PS process.  \nOriginality/Value: This study brings a new perspective to CT research in education by regarding CT as a cognitive tool for students in mathematics PS.  \nKeywords  \nComputational thinking, metacognition, problem-solving, textbook analysis  \nDate received: 14 May 2022; revised: 26 July 2022, 3 October 2022; accepted: 14 November 2022  \nIntroduction  \nComputational 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","cbCaiikQxlGM9AB2","https://ap.wps.com/l/cbCaiikQxlGM9AB2","pdf",681032,23,"English","# Abstract\n## Purpose and scope\n## Design/Approach/Methods\n## Findings\n# Introduction\n## Computational thinking as a cognitive skill set\n## Problem-solving in mathematics education\n# (Document continues)","[{\"question\":\"What is the purpose of the study on computational thinking in problem-solving?\",\"answer\":\"The study analyzes mathematics problem-solving procedures in Chinese and Canadian elementary textbooks that use computational thinking as a cognitive tool.\"},{\"question\":\"How is computational thinking examined in the problem-solving process?\",\"answer\":\"The analysis framework evaluates CT tool characteristics across three problem-solving steps and four practice contexts, including data practices and modeling and simulation practices.\"},{\"question\":\"What do the findings say about the “look back” stage?\",\"answer\":\"The study shows strong connections between the “look back” stage and CT tools, where students transfer knowledge and perform generalization.\"}]","Defining Computational Thinking as an Evident Tool in Problem-Solving - Comparative Research on Chinese and Canadian Mathematics Textbooks | PDF",1792092669,58]