If there is one thing we cannot deny it is how digital computing has revolutionised how
we interact with the world around us. Everything from communicating with loved ones to
operating on our bank accounts has been transformed in what appears to be a relentless drove
towards an ever more connected world. However, the proportion of individuals who actually
understand the ideas underpinning this revolution is minuscule.
In an effort to promote the understanding of these underlying concepts, several countries
have included Computational Thinking (CT) in their curricula: Spain has followed suit with
the latest and current teaching law; the LOMLOE. In this thesis we strive to explain how CT is
much more than ‘knowing how to use computers’ whilst shining a light on the intricate relation
between computational thinking and mathematics. Spain is not the first country to mention CT
in its national education regulation: other countries have beaten us to this milestone. That is
why we can look at how the different strategies panned out to learn from both mistakes and
successful implementations. We devote part of the ensuing discussion to analysing different
curricula in East Asia and the European Union to that effect.
One of CT’s most appealing features is how transversal it is: the lessons derived from
it can be applied to a myriad of fields. In the same fashion as with other areas of knowledge,
the synergy between mathematics and computation is so evident and potentially beneficial that
it is high time we explored it and included it in our national curriculum. In an effort to land the
topic at hand we also provide examples of how CT can be leveraged from a mathematics class.
Keywords: Computational Thinking, Mathematics, Teaching.Máster Universitario en Formación del Profesorado de ESO, Bachillerato, Formación Profesional y Enseñanza de Idiomas. Especialidad en Matemáticas (M088
