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The purpose of this paper is to examine the intersection of artificial intelligence (AI), computational thinking (CT), and mathematics education (ME) for young students (K-8). Specifically, it focuses on three key elements that are common to AI, CT and ME: agency, modeling of phenomena and abstracting concepts beyond specific instances.

The theoretical framework of this paper adopts a sociocultural perspective where knowledge is constructed in interactions with others (Vygotsky, 1978). Others also refers to the multiplicity of technologies that surround us, including both the digital artefacts of our new media world, and the human methods and specialized processes acting in the world. Technology is not simply a tool for human intention. It is an actor in the cognitive ecology of immersive humans-with-technology environments (Levy, 1993, 1998) that supports but also disrupts and reorganizes human thinking (Borba and Villarreal, 2005).

There is fruitful overlap between AI, CT and ME that is of value to consider in mathematics education.

Seeing ME through the lenses of other disciplines and recognizing that there is a significant overlap of key elements reinforces the importance of agency, modeling and abstraction in ME and provides new contexts and tools for incorporating them in classroom practice.

The purpose of this article is to review and discuss the varied ways computer programming is introduced to schools and families as a new form of learning. The paper examines the rhetoric around coding within academic journals and popular media articles over the past three decades. This article argues that despite the best intentions of media researchers and enthusiasts, if the rhetoric around computer science (CS) in all K-12 schools is to become a reality, there first needs to be a greater focus on monitoring such rhetoric and better understanding exactly how programming is presented to the wider public.

This paper represents an analysis of 67 peer-reviewed books and journal articles as well as news articles and editorials related to students’ learning (or needing to learn) computer programming on the K-12 level. In terms of criteria for inclusion, in addition to publication date and article readership, there were three considerations: the article needed to focus on CS on the K-12 grade levels; the article needed to focus on introductory computer programming initiatives, rather than more advanced courses/topics); the article needed to specifically focus on school-based learning environments.

Findings point to three distinct ways in which introductory coding initiatives have been portrayed (and been perceived): new literacy, “grounded” math and technical skill. Ultimately, the paper does not propose a single defining metaphor. Rather it argues that the metaphors one selects matter considerably in determining programming’s future in entering (or not entering) schools, and that educators need to make a conscientious effort to consider multiple metaphors without choosing just one.

In terms of research limitations, the article does not purport to be an exhaustive analysis of all the metaphors that have been used to introduce CS to K-12 schools over the past 30 years. Rather it only identifies the leading metaphors from the literature, and in doing so, makes an important first step in examining the role of metaphor in the presentation of CS as a “new” course of study.

The article is intended for educators, researchers and administrators to gain a better understanding of what CS is (and could be) for K-12 schooling.

The article is intended for educators, researchers and administrators to likewise understand how they, themselves, can present CS to students and families as a potential course of study.

There is currently considerable discussion about teaching CS in all US high schools, middle schools and even elementary schools. There is however little examination of past attempts to bring CS into K-12 schools and what these attempts may inform current advocacy.