1. Interactions and Tensions Between Computational Thinking and Mathematical Concepts
Sandy Bakos

2. Computational Thinking (CT) is “an approach to solving problems, designing systems and understanding human behaviour that draws on concepts fundamental to computing” (Wing, 2008, p. 3717).

3. Students require exposure to and instruction related to CT, in order “to function, problem-solve, engage in digital innovation and advance a society already heavily technology-based” (Kotsopoulos, 2017, p. 155).

4. Research questions:
In what ways do CT concepts conflict with or facilitate the learning of mathematics?
Is the use of a highly visual geometric computer programming language an effective medium of learning for primary school children to investigate concepts of looping?

5. A pedagogical framework for Computational thinking
Proposed by Donna Kotsopoulos et al. (2017)
The four pedagogical experiences

8. Data Collection & Analysis
Can you show me what this procedure is asking you to do?
Stand up
Look right, Look left (Repeat 3)
Sit down

9. Data Collection & Analysis

10. Use of Sequence looping
No use of looping
Use of Unit looping

11. Example of a directionality error and use of x2 instead of (repeat 2)
Examples of a repeat error

12. Data Collection & Analysis
Will this procedure help the rabbit to get to the carrot?
Up (repeat 4)
Right, Down (repeat 4)

13. Making Making & Tinkering Up (repeat 4) Right, Down (repeat 4)
Example of Errors
Making
Making & Tinkering
Up (repeat 4)
Right, Down (repeat 4)

14. Data Collection & Analysis

15. Use of sequence looping
No use of looping
Use of unit looping

16. Example of the use of x 4 instead of (repeat 4)
Examples of repeat errors

17. Discussion & Conclusions
Visual aspects of Dynamic Geometry Environments (DGE) and the use of a geometric computer programming language can facilitate the learning and understanding of CT concepts.
Primary students are clearly capable of learning looping concepts.
The children were independently choosing to move between various pedagogical experiences to develop their understanding.
Unit looping seemed to be a precursor phase to sequence looping.
Tensions related to spatial awareness and directionality emerged.