Relationships between Mathematical Thinking and Computational Thinking
Abstract This article presents an excerpt of the results from a doctoral research investigating, among other aspects, the relationships between Advanced Mathematical Thinking (AMT) and Computational Thinking (CT). The research, employing a qualitative and collaborative approach, analyzed a continuing education course for Mathematics teachers on Visual Programming (VP), offered in the small Massive Open Online Course (sMOOC) format. The VP language was chosen due to its recognized effectiveness in promoting Computational Thinking. The research aimed to address the question: How are the relationships between Computational Thinking and Advanced Mathematical Thinking established and manifested by Mathematics teachers during a training process on Visual Programming in a sMOOC format? The results showed that VP activities involving mathematical concepts are effective in developing both AMT and CT in teachers. Additionally, the study identified specific relationships between AMT processes and CT pillars, providing a detailed understanding of how these skills can be integrated and mutually enhanced. These findings underscore the importance of integrating these two types of thinking within the educational context, utilizing VP as an innovative pedagogical approach. The article highlights the relevance of such integrations for enhancing learning and promoting technological skills in Basic Education.