Also called imperative paradigm. A modality of programming languages based on imperative instructions that are sequentially executed. Instructions can be grouped in blocks that can be executed in a conditional way or repeated times – defined as loops, in this case. Blocks can also be named and executed as a whole on demand; in this case they are called subroutines .
Published in Chapter:
Computational Thinking and Mathematics: Possible Relationships Revealed by an Analysis of National Curriculum Guidelines
Thiago Schumacher Barcelos (Instituto Federal de Educação, Ciência e Tecnologia de São Paulo, Brazil & Universidade Cruzeiro do Sul, Brazil) and Ismar Frango Silveira (Universidade Cruzeiro do Sul, Brazil & Universidade Presbiteriana Mackenzie, Brazil)
Copyright: © 2014
|Pages: 13
DOI: 10.4018/978-1-4666-6046-5.ch069
Abstract
On the one hand, ensuring that students archive adequate levels of Mathematical knowledge by the time they finish basic education is a challenge for the educational systems in several countries. On the other hand, the pervasiveness of computer-based devices in everyday situations poses a fundamental question about Computer Science being part of those known as basic sciences. The development of Computer Science (CS) is historically related to Mathematics; however, CS is said to have singular reasoning mechanics for problem solving, whose applications go beyond the frontiers of Computing itself. These problem-solving skills have been defined as Computational Thinking skills. In this chapter, the possible relationships between Math and Computational Thinking skills are discussed in the perspective of national curriculum guidelines for Mathematics of Brazil, Chile, and United States. Three skills that can be jointly developed by both areas are identified in a literature review. Some challenges and implications for educational research and practice are also discussed.