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The growing interest of educational researchers in computational thinking (CT) has led to an expanding literature on assessments of CT skills and attitudes. However, few studies have examined whether CT attitudes influence CT skills. The present study examines the relationship between CT attitudes and CT skills for preservice teachers (PSTs). The Callysto CT test (CCTt) for Teachers was administered to $n\,\,=$ 105 PSTs to measure their CT attitudes and skills. Structural equation modeling was used to examine the relationship of participants’ CT and problem-solving skills with their attitudes toward CT, technology, coding, and data. Findings revealed that CT attitudes predicted CT skills and provided the first step in exploring the validity and reliability of the CCTt instrument. [ABSTRACT FROM AUTHOR]

A seven-year-old student from Alberta, Canada is subjected to a mathematical exercise dealing with mental images of numbers. A card having some dots was shown to the student and she was asked to tell how many dots are there on the card. The student also explained how she came up with answers regarding the number of dots.

The article presents the reflections of some educators on mathematics education. According to one of the authors, his talk in the annual meeting of the Canadian Mathematics Education Study Group (CMESG) is aimed at integrating two facets of his being, which are being a Mohawk and a mathematician. He also shares several stories showing the power of mathematics in the society.