Investigating an Approach to Integrating Computational Thinking into an Undergraduate Calculus Course
Abstract
Computational thinking can be conceptualized as patterns of thinking which align with certain fundamental computer science processes. While this algorithmic way of thinking has always been integral to computer science, it has recently gained momentum as a valuable approach to problem solving in a wide variety of contexts. Education researchers highlight the potential of computational thinking to transform, enrich, and revitalize teaching and learning experiences, by providing a systematic framework for analysis and enabling powerful computational tools to be incorporated to further enhance problem-solving activities. Research suggests that in order to maximize the affordances of computational thinking, it should be integrated into all subjects, from primary to tertiary, in meaningful and subject-specific ways. However, due to persistent theoretical and practical barriers, comprehensive integration of computational thinking into school and university curricula has not yet been achieved. One particularly strong obstacle identified in the literature is the lack of practical resources detailing how to effectively incorporate computational thinking into subjects beyond computer science. Using a case study research design with over 1000 participants, my project investigated an approach to integrating computational thinking into a first-year calculus course at McMaster University. Students engaged in computational thinking by working on computer coding activities developed to complement the mathematical content taught in the course. Following each set of activities, students responded to prompts designed to determine: (1) how students’ conceptual understanding of calculus concepts changes in response to working on problem-solving and mathematical modelling activities which incorporate computational thinking, and (2) how students’ learning experiences are transformed when they explore calculus concepts, ideas and techniques using computational tools and models. A qualitative content analysis of these responses revealed that exploring calculus concepts with code modified students’ perceptions of mathematics, enhanced their mathematical learning experiences, and offered unique coding affordances. Further analyzing the data using a literacy framework helped situate the results of this study within the broader context of a computational literacy. This research augments the ongoing project, Computational Thinking in Mathematics Education, by providing insights and rich feedback on an approach to designing and integrating coding activities into a tertiary mathematics curriculum.