Exploring mathematics teachers’ and lecturers’ perceptions of algorithmic thinking

Abstract

This study aims to explore teachers’ and lecturers’ perceptions of algorithmic thinking and strategies to develop students’ algorithmic thinking skills. This study is a qualitative research using a phenomenological approach. Data were collected through a questionnaire and an interview. In the data analysis process, we used the first cycle and second cycle coding techniques with NVivo. The findings show that both teachers and lecturers perceive algorithmic thinking as the ability to think of procedures for solving problems algorithmically, logically, and systematically. Participants shared the same perception that algorithmic thinking helps students engage in solving mathematics-related problems in context-oriented and problem-based learning activities. Several efforts offered by participants to improve algorithmic thinking skills include optimizing problem-solving and contextual learning activities, and creating concept maps in teaching and learning activities. Participants also believed that algorithmic thinking encompasses cognitive thinking abilities, such as abstraction and decomposition, in addition to its advantages and applications. The theoretical contributions of the research include the concept of algorithmic thinking, its advantages and implications for daily activities and solving mathematical problems, and efforts to enhance algorithmic thinking abilities. In the future, there is an opportunity to conduct research related to exploring the aspects of algorithmic thinking.