수학교육에서 계산적 사고(Computational Thinking)의 의미 및 연구 동향 탐색 = A study on investigation about the meaning and the research trend of computational thinking(CT) in mathematics education

국문 초록 (Abstract)

세계적으로 계산적 사고를 학교 교육과정에 통합하려는 움직임이 일고 있고, 수학교과는 이러한 움직임의 핵심이 되고 있다. 본 연구에서는 Jeannette Wing의 주장과 선행연구를 바탕으로 계산적 사고와 수학적 사고 간의 관계를 분석하였고 계산적 사고를 수학교과에 통합한 국내외 연구를 종합적으로 검토하였다.

다국어 초록 (Multilingual Abstract)

Across the world, there is a movement to incorporate computational thinking(CT) into school curricula, and math is at the heart of this movement. This paper reviewed the meanings of CT based on the point of view of Jeanette Wing, and the trend of domestic and international studies that incorporated CT into the field of mathematics education was analyzed to provide implications for mathematics education and future research. Results indicated that the meaning of CT, defined by mainly computer educators, varied in their operationalization of CT. Although CT and mathematical thinking generally have common points that are oriented toward problem solving, there were differences in the way of abstraction that is central to the two thinking processes. The experimental studies on CT in the field of mathematics education focused mainly on the development of students’ cognitive capacities and affective domains through programming(coding). Furthermore, the previous studies were mainly conducted on students in school, and the studies conducted in the context of higher education, including pre-service and in-service teachers, were insufficient. Implications for mathematics teacher educators and teacher education as well as the relationship between CT and mathematical thinking are discussed.

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