Algebraic thinking in the shadow of programming

Abstract

International audienceThis paper calls attention to how the recent introduction of programming in schools interacts with the teaching and learning of algebra. The intersection between definitions of computational thinking and algebraic thinking is examined, and an example of a program activity suggested for school mathematics is discussed in detail. We argue that students who are taught computer programming with the aim of developing computational thinking will approach algebra with preconceptions about algebraic concepts and symbols that could both afford and constrain the learning of algebra