Group Theory, Computational Thinking, and Young Mathematicians

In this article, we investigate the artistic puzzle of designing mathematics experiences (MEs) to engage young children with ideas of group theory, using a combination of hands-on and computational thinking (CT) tools. We elaborate on: (1) group theory and why we chose it as a context for young mathematicians’ experiences with symmetry and transformations; (2) our ME design principles of agency, access, surprise and audience; (3) the affordances of CT that complement our design principles; and (4) three ME variations we tested in grades 3–6 classrooms. We then reflect on the ME variations based on our design principles and the affordances of CT, and consider how the MEs may be further adapted and improved.