Computational Thinking for Ontario K-12 Classrooms

Journal of Applied & Computational Mathematics

ISSN: 2168-9679

Open Access

Opinion - (2022) Volume 11, Issue 4

Computational Thinking for Ontario K-12 Classrooms

Abdul Hamid Ganie*
*Correspondence: Abdul Hamid Ganie, Department of Mathematics, SSM College of Engineering and Technology, Dindigul, Tamil Nadu, India, Email:
Department of Mathematics, SSM College of Engineering and Technology, Dindigul, Tamil Nadu, India

Received: 04-Apr-2022, Manuscript No. jacm-22-68898; Editor assigned: 06-Apr-2022, Pre QC No. P-68898; Reviewed: 20-Apr-2022, QC No. Q-68898; Revised: 21-Apr-2022, Manuscript No. R-68898; Published: 28-Apr-2022 , DOI: 10.37421/ 2168-9679.2022.11.467
Citation: Ganie, Abdul Hamid. “Computational Thinking for Ontario K-12 Classrooms.” J Appl Computat Math 11 (2022): 467.
Copyright: © 2022 Ganie AH. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.


The meaning of the decisive abilities to reason related with computational thinking has gathered speed since its show. As Ontario hopes to complete coding into the school instructive program, an assessment of past execution of computational thinking could give a framework to which to concoct new instructive strategy in the district. A composing overview was done to investigate the going with three requests: (1) How has computational thinking been completed into preparing in a K-12 environment? (2) What limits will impact the execution of computational thinking in a K-12 environment? (3) What grade levels are fitting for completing the abilities to fluctuate of computational thinking? This composing review uncovers understanding into the prerequisite for instructor support, the political repercussions drew in with introducing new instructive program, and where computational thinking best fits into current K-12 instructive arrangement [1].

This current reality continues to make stunning mechanical degrees of progress. Research in quantum mechanics, man-made thinking, and space go continue to make through showing techniques and experimentation as a piece of PC helped research. What has every one of the reserves of being lacking to our greatest advantage for extra mechanical movement is helping our life as a youngster to totally take on development and the patterns of how the advancement functions. Various countries like the United Kingdom, Australia, Israel, and South Korea have embraced new enlightening techniques to execute PC coding as a highlight of Kindergarten to Grade 12 instructive program. Canada has similarly bounced into the new globalization mixing by embracing computational thinking and coding as a tremendous piece of the school instructive arrangement. Nova Scotia and British Columbia had proclaimed the execution of PC coding and computational thinking in September 2016, which has provoked a mix in Ontario schools.

The necessity for embracing coding has uncovered itself, as Ontario schools push for preparing in science, advancement, planning and math (STEM). The premium for workers in Canadian regions like gathering has decreased, as computerization has entered the market. Hence, one more pathway has appeared in preparing students towards the impending change in the workforce. Occupations in the STEM fields should foster by around 12% some place in the scope of 2013 and 2022, and 35 percent of those should be in computer programming related fields. A report by the Information and Communication Technology Council of Canada has suggested that by 2019, in excess of 182,000 information and correspondence development (ICT) positions will be left unfilled. Policymakers have now begun to comprehend that further planning skills associated with advancement would be profitable for the future workforce. The Ontario Science and Technology instructive program was last revived in 2007 at the simple level, and the Computer Studies instructive arrangement was last invigorated in 2008 at the discretionary level. This was so long prior, most online diversion associations, as Facebook and Twitter, were still in their underlying earliest stages. This is similarly obvious with the chance of computational thinking, as it had gotten affirmation for its way, though only by a very narrow margin, to manage decisive reasoning. Doing new methodology including computational thinking will go up against blockades [2-4].

It is fundamental to fathom past experiences of methodology execution including computational thinking to additionally foster the future rollout of this methodology in Ontario schools. Educator perspective on a methodology is huge, as the execution of any new methodology can be crushed by inside regulative issues. The sufficiency of execution is dependent upon educators' abilities and their will to do the system. As there is wide confirmation of consistency and sureness of system association gushing across the Canadian locales, and given the continuous prerequisite for gifted individuals in information and correspondence development reasons for living, it doesn't surprise anybody that coding methodology has been going through the Canadian regions. Research in limits for completing computational thinking as a system is confined, yet what is known is major in cultivating the accompanying stages for immense degree execution. Encouraging a pathway for execution would be immaterial without the assistance of the school faculty. Without a strong handle of content data for understanding in the computational thinking space, it could show hard to rollout such a system. While content data on computational thinking is critical, instructive techniques and mechanical data expect a section in teachers' ability to pass direction on to students. An educator obligated for supporting 21st-century capacities should have the choice to show ability with emerging advancement [5].


Encouraging these capacities for in-organization and pre-organization educators, while moreover propelling neighborhood packs for computational thinking skills could show to meet the best outcomes. Pre-organization educators in Ontario are supposed to complete a blend and handling development course, which doesn't address instructive, content, or mechanical data associated with computational thinking and coding. As most preorganization students will enter tutoring from establishments past computer programming, introducing a strategy structure for decisive reasoning should require additional assistance for this social occasion if they should show expertise. Another accomplice influenced by this colossal degree change would be Ontario students. Understudies with impediment and students perceived as talented or in peril will have different prerequisites for student accomplishment. Students who have grown-up with less permission to development could influence their ability to use and control mechanical assemblies used in making computational thinking data. As around 2,000,000 students will be influenced among fundamental and helper schools, offices would ought to be made. As a discretionary educator, moving beyond the entire instructive arrangement for a given course in the necessary period of time is a gigantic undertaking. Could coding be taught as an autonomous science, or coordinated into current instructive arrangement suspicions? Getting a handle on the consequences of rational and creative ways of managing execution, as per computational thinking, should go about as the foundation on the off chance that Ontario some way or another figured out how to foster existing computational thinking rehearses. This should moreover propel student results.

Conferring computational thinking should be essential for any organization wanting to complete another methodology. Having the premonition to fathom the snares drew in with this tremendous undertaking should see coincidental delayed consequences. Right when the United States had completed the No Child Left Behind Act, it would have been trying to acknowledge that there was no evidence of additional created student achievement in scrutinizing. Duncan, Bell, and Tanimoto suggested that there could be a gigantic cost in planning teachers to convey programs enveloping coding and that huge time showing various subjects could be lost. Showing coding just, instead of the decisive abilities to reason applied through computational thinking, may antagonistically impact student's perspective on the thing is computational thinking. Could students' impression of computational thinking change accepting they accepted they were making work capacities through the vital instructive arrangement, or might it at some point support students who are at this point excited about handling?


A negative experience from a student could turn him/her off from coding and computational thinking for the rest of their tutoring. While the push for computational thinking and coding exists to fulfill the requirement for workers with computer programming capacities, the decisive reasoning abilities enjoy shown various benefits. In a concentrate by Calao, Moreno-León, Correa, and Robles, computational thinking was composed into some sixth grade science's classes showing basic improvement in's the way students could decipher math processes when stood out from a benchmark bunch that didn't have computational thinking in its number related class. The survey uncovered a tremendous development in decisive reasoning and conclusive thinking skills. Various examinations have declared relative revelations, which should give further help to integrating computational thinking into the instructive program.


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