Exploring the Potential of Unplugged Algorithmic Problem-Solving Activities to Foster Computational and Mathematical Thinking

Speaker

Maryna Rafalska, U. Côte d'Azur, France

Abstract

This talk presents a design-based research project exploring the potential of off-computer (“unplugged”) algorithmic problem-solving activities to foster students' computational and mathematical thinking. It focuses on the design and implementation of a “Card-Sorting Activity” (Rafalska, 2022), grounded in the principles of the Theory of Didactical Situations (Brousseau, 1997) and informed by CS Unplugged design patterns (Nishida et al., 2009). The activity consists of a sequence of unplugged games aimed at enabling students to “reinvent” classical sorting algorithms—fundamental concepts in computer science (Cormen et al., 2009) that are essential for understanding the modern world (Wing, 2006)—through problem-solving.

The study pursues two main objectives: (1) to evaluate the effectiveness of the task design in engaging students in the development, proof, and analysis of sorting algorithms—key components of computational thinking (Aho, 2012; Lodi & Martini, 2021; Lockwood et al., 2016); and (2) to investigate the mathematical knowledge and practices involved in solving problems related to the activity.

The presentation will discuss findings from implementations carried out in both primary and secondary school settings in France.

References:

Rafalska, M. (2022). Task design for promoting pupils’ algorithmic thinking in problem-solving context without using computers. In : J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). (pp. 1981-1989). Free University of Bozen-Bolzano, Italy and ERME. ⟨hal-03748490⟩

Rafalska, M., Gibel, P. (2024). Une séquence d’informatique débranché comportant une dimension recherche pour l’apprentissage des algorithmes de tri. Colloque Didapro 10 sur la Didactique de l’informatique et des STIC, 2024, Louvain-La-Neuve, Belgique. pp.76-86. ffhal-04482120v2f

Rafalska, M., Gibel, P. (accepté). Analyse d’une ingénierie didactique articulant activités mathématiques et algorithmiques - étude des formes et fonctions des raisonnements des élèves. Actes du huitième symposium d’Étude sur le Travail Mathématique. Référence à compléter

Broley, L., Buteau, C., Modeste, S., Rafalska, M., Stephens, M. (2024). Computational Thinking and Mathematics. In: Pepin, B., Gueudet, G., Choppin, J. (eds) Handbook of Digital Resources in Mathematics Education. (pp. 323-360). Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-45667-1_12