Using algorithmic thinking to design algorithms: The case of critical path analysis

Algorithmic thinking is emerging as an important competence in mathematics education, yet research appears to be lagging this shift in curricular focus. The aim of this generative study is to examine how students use the cognitive skills of algorithmic thinking to design algorithms. Task-based interviews were conducted with four pairs of Year 12 students (n = 8) to analyze how they used decomposition and abstraction to specify the projects, designed algorithms to solve scheduling problems by first devising fundamental operations and then using algorithmic concepts to account for complex and special cases of the problems, and tested and debugged their algorithms. A deductive-inductive analytical process was used to classify students’ responses according to the four cognitive skills to develop sets of subskills to describe how the students engaged these cognitive skills