#352: What can Computer Science Education Learn from Mathematics Problem Solving Pedagogy?

Computer Science (CS) offers a promising context to develop transferable Problem Solving (PS) competencies through Computational PS (CPS), yet its instructional foundations are still emerging. As such, we draw on closely related mathematics PS research to advance a conceptual basis for CPS pedagogy and transfer 3 key elements. First, we adopt the concept of “rich” PS activities to CPS, but adapt it through a decision-making lens that views PS as navigating multiple decision paths, which we define by Computational Thinking dimensions. Second, we propose a 4-layer CPS activity design framework organized around design factors that shape a problem’s decision-making space, and integrating classroom discourse — central in mathematics PS education — as a novel layer. Third, we present teacher moves that help preserve and leverage this richness in the design and implementation of CPS activities. Together, these contributions advance a theoretical foundation for CPS pedagogy.