This paper argues that algorithm design in the sense of computational thinking (CT) does not involve only routinized procedural applications void of deep conceptual understanding of mathematics. By using the programming language Flowgroithm, we demonstrate how classroom tasks centred around algorithm design may be used to activate creatively founded mathematical reasoning (CMR) in mathematics students. Copyright © 2021 Mathematics & Technology, LLC.
|Journal||Proceedings of the Asian Technology Conference in Mathematics|
|Publication status||Published - 2021|