Based on the digital transformation of global education,PISA 2022 has for the first time included computational thinking in mathematical literacy and emphasised its importance in problem solving and mathematical learning.The article firstly interprets and analyses the meaning of computational thinking and its measurement as proposed in PISA 2022,and then explores the influence of experiences and emotions on computational thinking based on the scores of students from six countries and economies in East Asia on the relevant questions.The results show that secondary school students in six countries and economies in East Asia have higher levels of computational thinking overall,but have less experience with the mathematical tasks associated with it,and that the attitudes students hold towards computational thinking tools or tasks are more significantly correlated with their levels of computational thinking.Based on the findings,the article proposes recommendations for mathematics education in China:Problem-driven pedagogy,use of progressive scaffolding teaching strategies,emphasis on computational thinking practice and implementation of alternative assessments.
维普
万方数据