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Computational thinking in mathematics for the primary years 2022176W is a Course

Computational thinking in mathematics for the primary years 2022176W

Aug 22, 2022 - Dec 30, 2022

$400 Enrol

Full course description

Date and time

Tuesday 23 August 2022, 9.00 am to 12.00 pm


Delivery mode

Online – a Zoom link will be provided 24 hours prior to the event



This learning event is right for you if you are a Foundation to Year 6 teacher who is new to teaching computational thinking in mathematics, or a teacher who would like to gain further confidence in teaching computational thinking in mathematics.



Computational thinking is a process for formulating and solving problems by breaking them into smaller steps, identifying key ideas, pattern recognition and using algorithms. It is a strategic technique that equips students to solve problems.

Computational thinking is involved in many mathematics curriculum contexts.

This learning event provides a range of examples teachers can readily use in their classrooms to address the current Victorian Curriculum and the Australian Curriculum.

This is a must for those who teach mathematics in a primary school setting.

“A must-attend session for teachers of mathematics. I feel more confident in approaching, planning and teaching in computational thinking with my students.” - Participant


This learning event supports creating best practice toward meeting the following VRQA standard(s):

 Curriculum and Student Learning – Student learning outcomes                                                                           


Relevant Australian professional standards for teachers

2.  Know the content and how to teach it

3.  Plan for and implement effective teaching and learning


Key takeaways               

  • deeper understanding of computational thinking in mathematics
  • strategies and examples for using computational thinking in the classroom


Presenter information

Dr David Leigh-Lancaster

Dr David Leigh-Lancaster is the Mathematics Curriculum Manager at the Victorian Curriculum and Assessment Authority (VCAA) and an experienced former mathematics teacher and head of faculty. He has been extensively involved in curriculum and resource review and development, teacher professional learning, examinations and school-based assessment. 


 David has longstanding interests in mathematical logic and model theory, the foundations, history and philosophy of mathematics and mathematics education, the nature of mathematical inquiry, curriculum design and teaching, learning and assessment in mathematics. His work involves connecting policy, research and practice; and engagement with stakeholders