paüefd Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 1301-0085 1309-0275 Pamukkale Üniversitesi 10.9779/pauefd.1438401 Mathematics Education Matematik Eğitimi An Overview of the Epistemological Link between Mathematical Thinking and Computational Thinking from Theory to Practice Matematiksel Düşünme ve Bilgi İşlemsel Düşünmenin Epistemolojik Bağlantısına Kuramdan Uygulamaya Bir Bakış https://orcid.org/0000-0002-6452-6066 Dinçer Aksoy Behiye DOKUZ EYLÜL ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ https://orcid.org/0000-0002-9585-0811 Cantürk Günhan Berna DOKUZ EYLÜL ÜNİVERSİTESİ https://orcid.org/0000-0001-9371-6734 Mumcu Filiz MANİSA CELÂL BAYAR ÜNİVERSİTESİ 05 19 2025 64 123 149 02 16 2024 12 02 2024 Copyright © 1996, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 1996 Pamukkale Üniversitesi Eğitim Fakültesi Dergisi

Mathematical thinking is critical to the maintenance of daily life and the development of science. This study examines the epistemological connection between mathematical and Computational Thinking (CT). Since CT involves the problem-solving process through thinking and computer science tools, it is thought to have an important relationship with mathematical thinking. In order to understand this relationship, mathematical modeling problems are addressed from a cognitive perspective in this study. Using a case study, a conceptual framework was developed by examining studies that attempt to integrate CT into mathematics education. In line with the framework, a professional development course was prepared and administered to a mathematics teacher. Subsequently, the relationship between the cognitive processes in the modeling process and the components of CT was examined. The study's findings revealed that (a) considering abstraction in the context of Piaget's abstraction theory is a more effective approach for understanding mathematical thinking, (b) more than one CT component can be identified at each stage of the modeling process, and no single component can be exclusively associated with a single stage, and (c) common and distinct thinking processes between mathematical thinking and CT were uncovered. These findings contribute to a more nuanced comprehension of the intricate interrelationships between mathematical thinking and cognitive flexibility.

Matematiksel düşünme, günlük yaşamın sürdürülmesinde ve bilimin gelişiminde kritik bir öneme sahiptir. Bu çalışmada, matematiksel düşünme ile Bilgi İşlemsel Düşünme (BİD) arasındaki epistemolojik bağlantı incelenmektedir. Çünkü BİD, problem çözme sürecini düşünme biçimi ve bilgisayar bilimi araçlarıyla ele aldığı için, matematiksel düşünmeyle önemli bir ilişkiye sahip olduğu düşünülmektedir. Bu ilişkinin anlaşılması için, çalışmada matematiksel modelleme problemleri bilişsel perspektifle ele alınmıştır. Durum çalışması araştırma deseni kullanılarak, matematik eğitimine BİD'i entegre etmeye çalışan çalışmalar incelenmiş ve bir kavramsal çerçeve oluşturulmuştur. Oluşturulan çerçeve doğrultusunda bir mesleki gelişim kursu hazırlanmış ve bir matematik öğretmenine uygulanmıştır. Böylece modelleme sürecindeki bilişsel süreçler ile BİD bileşenleri arasındaki ilişki incelenmiştir. Araştırmanın bulgularına göre, (a) soyutlamanın Piaget’in soyutlama teorisi bağlamında ele alınmasının matematiksel düşünmeyi anlamada daha etkili olduğu, (b) modelleme sürecinde birden fazla BİD bileşeninin her aşamada açığa çıkabileceği ve herhangi bir bileşenin tek bir aşama ile ilişkilendirilemeyeceği belirlenmiş, (c) matematiksel düşünme ile BİD arasındaki ortak ve farklı düşünme süreçleri ortaya konmuştur. Bu bulgular, matematiksel düşünme ve BİD arasındaki karmaşık ilişkilerin daha derinlemesine anlaşılmasına katkı sağlamaktadır.

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