Symbiotic Approach of Mathematical and Computational Thinking

Although CT is a rapidly expanding field of educational research, it is a relatively new concept in official national curricula. From the perspective of curriculum policy, CT is closest to two subjects taught in primary and secondary schools: computing/informatics and mathematics. Since informatics is not present as a separate subject in many countries, proponents of CT should find alternative routes for introducing this new body of knowledge in curricula. There are three main ways as to how it has been done in various countries: (A) adding CT into the existing informatics/computing curriculum, (B) integrating CT in the curriculum of some other subject – most likely, mathematics, and (C) introducing CT through cross-curriculum theme and interdisciplinary STEM/STEAM projects. This paper discusses the similarities and differences of computational and mathematical thinking that could potentially empower each other though meaningful integration in math lessons. Using the cases of Finland, Estonia, and Lithuania as examples, different approaches to integrating computational thinking into K-12 education will be contrasted and compared.