Computational Thinking

What is Computational Thinking?

Among all the subjects learnt in schools, math needs a lot of “different kinds of thinking.” So, several different sub-skills in math were grouped into what is known as “mathematical thinking”.

In the last century, math also had a major role in the development of computer science which includes algorithms, data structures for processing of data at ever increasing speeds.

With the development of computers & programming, many aspects of mathematical thinking could be done faster and in more complex ways. This gave wise to the new term “computational thinking.”

In brief, it is developing thinking that underlies computation.

If “mathematical thinking” is thinking like a mathematician, “computational thinking” is thinking like a computer scientist.

CT uses all the skills of mathematical thinking aided by the additional skills made available by modern computers & computer science.

Additional advantages offered by computers & programs


 * 1) Data Capacity & Speed – Computers allow procedures to be performed on huge amounts of data at enormous speeds. Programs also allow data to be organised and presented in a variety of forms, called “data structures.”
 * 2) Scaling – A procedure written manually for handling a limited amount of data can be scaled on the computer to handle vast amounts of data.
 * 3) Iteration – Computer programs allow iteration of procedures in a number of ways. They also allow the iteration to be done very fast & conditionally. Loops are an example.
 * 4) Programming – a procedure involving all the above is a good training in algorithmic thinking – the process of decomposing a problem into manageable tasks & subtasks.

The central element of computational thinking is reasoning about procedures.

At the same time, the user has to be aware of the limitations of the computing device & programs in terms of data size and programming flexibility.

CT in the School Curriculum

Computational thinking shifts the focus to the programming aspect rather than the computing device. It helps the students understand data organisation, scaling, efficiency of procedures, iteration and abstraction, independent of whether solutions are sought by computer or implemented on computing platforms.

An effective understanding of math concepts & skills will lay a firm foundation for building computational thinking. It is best to teach “computational thinking” through “mathematical thinking” up to Grade 5. From Grade 6 onwards, implementing it through devices & programs can be taught.

CT and non-math subjects

Computational Thinking can be applied in all other school subjects. All subjects need collection, analysis & presentation of data.

Today ideas from math and programming are being applied to all fields of study.

CT and Other Experiences

CT curriculum can also help students with other experiences.


 * 1) Modelling – Graphs, decision trees & animations are ways of modelling real life situations & events
 * 2) Collaboration – with geographically distant collaborators working on the same problem
 * 3) Computing Devices – Today many other devices like the mobile, Ipad & laptop have emerged as computing devices apart from the PC & the Mainframe. Learners can understand the relative advantages of each of these.

In the coming digital knowledge economy, computational thinking would be a definite advantage in leading an empowered life.