Computational thinking, algorithmic thinking, algorithm, flowchart.

This paper aims to show how the development of algorithmic thinking can be supported through mathematical tasks. How they can be utilized is illustrated through selected examples. The solution to the problem is always analyzed from a Mathematical point of view, but also in comparison with Computer Science, and then the solution procedure is shown using a flowchart. The tasks are designed to be understandable for both mathematics and computer science teachers. The tasks can be applied to the teaching of both subjects without the teacher necessarily having a mathematics and computer science qualification at the same time. The application of this type of tasks in teaching was pilot tested in two groups of high school students. Two tasks were selected, one easier and one more complex.

This paper aims to show how the development of algorithmic thinking can be supported through mathematical tasks. How they can be utilized is illustrated through selected examples. The solution to the problem is always analyzed from a Mathematical point of view, but also in comparison with Computer Science, and then the solution procedure is shown using a flowchart. The tasks are designed to be understandable for both mathematics and computer science teachers. The tasks can be applied to the teaching of both subjects without the teacher necessarily having a mathematics and computer science qualification at the same time. The application of this type of tasks in teaching was pilot tested in two groups of high school students. Two tasks were selected, one easier and one more complex.