Computational Thinking or Algebraic Thinking?

Tensions, convergences, and implications for Mathematics Education

Abstract

This article aims to critically examine the insertion of Computational Thinking (CT) into the context of Mathematics Education, articulating this discussion with the historical and epistemological dimensions of Algebraic Thinking as knowledge constituted throughout human development. Thus, it proposes a critical reflection on the foundations of CT, its relationship with mathematical thinking, and its implications for teaching practice. Grounded in theoretical frameworks such as Historical-Cultural Theory, the study argues that structuring elements of CT (such as abstraction, decomposition, pattern recognition, and algorithmization) are already historically established within the field of Algebraic Thinking (AT). The article discusses the historical trajectory of computing and its connections with mathematics, as well as the epistemological bases of AT. The analysis draws on three pedagogical experiences: the simulation of a traffic light in Tinkercad, the creation of a calorie-counting app in App Inventor, and the construction of games in Scratch for the development of the concept of function through an investigative approach. These experiences were carried out in different contexts, and the data were produced throughout the development of doctoral research by two of the authors of this article. The results indicate that these practices, mediated by digital technologies, favor the emergence of complex algebraic reasoning without the need to import external conceptual structures. We conclude that valuing AT as an organizing axis of mathematical practices can meet the demands attributed to CT in an epistemologically consistent manner, respecting teachers' knowledge and expanding didactic possibilities through the use of technologies.