International Practices in K-12 Mathematics Education
The Role of Computational Thinking, Data Science, and AI
Convened February 23–24, 2026
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Paula Whitacre and Ana Ferreras Fiel, Rapporteurs
Office of International Networks, Cooperation, and Security
Proceedings of a Workshop
NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC 20001
This activity was supported by contract AWD105775 between the National Academy of Sciences and Data Science for Everyone at the University of Chicago. Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project.
International Standard Book Number-13: 978-0-309-60797-1
Digital Object Identifier: https://doi.org/10.17226/29489
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Suggested citation: National Academies of Sciences, Engineering, and Medicine. 2026. International Practices in K-12 Mathematics Education: The Role of Computational Thinking, Data Science, and AI: Proceedings of a Workshop. Washington, DC: The National Academies Press. https://doi.org/10.17226/29489.
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PLANNING COMMITTEE ON A WORKSHOP AND WEBINAR SERIES ON INTERNATIONAL PRACTICES IN K-12 MATHEMATICS EDUCATION: THE ROLE OF COMPUTATIONAL THINKING, DATA SCIENCE, AND AI
PADMANABHAN SESHAIYER (Chair), Professor and Director, George Mason University
LINDSEY HENDERSON, Senior Policy Director, ExcelinEd
OH NAM KWON, Professor, Seoul National University, South Korea
TIN LAM TOH, Associate Professor, Nanyang Technological University, Singapore
HOLLYLYNNE STOHL LEE, Distinguished University Professor, North Carolina State University
SARAH SCHÖNBRODT, Assistant Professor, University of Salzburg, Austria
CLAUDIA VARGAS DÍAZ, Assistant Professor, University of Santiago, Chile
RICHARD VELASCO, Assistant Professor, University of Florida
DAVID WEINTROP, Associate Professor, University of Maryland, College Park
Staff
ANA M. FERRERAS FIEL, Senior Program Officer
DIAMOND DE GUZMAN, Senior Program Assistant
Consultant
PAULA T. WHITACRE, Full Circle Communications
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Reviewers
This Proceedings of a Workshop on International Practices in K-12 Mathematics Education was reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise. The purpose of this independent review is to provide candid and critical comments that will assist the National Academies of Sciences, Engineering, and Medicine in making each published proceedings as sound as possible and to ensure that it meets the institutional standards for quality, objectivity, evidence, and responsiveness to the charge. The review comments and draft manuscript remain confidential to protect the integrity of the process.
We thank the following individuals for their review of this proceedings:
JO BOALER, Stanford University
BENJAMIN GALLUZZO, Consortium for Mathematics and Its Applications
JOHN R. JUNGCK, Honors College and DENIN Delaware Environmental Institute
EBONEY MCKINNEY, Arizona Department of Education
ELISE LOCKWOOD, Oregon State University
Although the reviewers listed above provided many constructive comments and suggestions, they were not asked to endorse the content of the proceedings nor did they see the final draft before its release. The review of this proceedings was overseen by VICTOR R. LEE, Stanford Graduate School of Education. He was responsible for making certain that an
independent examination of this proceedings was carried out in accordance with standards of the National Academies and that all review comments were carefully considered. Responsibility for the final content rests entirely with the rapporteurs and the National Academies.
Acknowledgments
We gratefully acknowledge the leadership and support of the National Academies of Sciences, Engineering, and Medicine for convening the workshop International Practices in K-12 Mathematics Education: The Role of Computational Thinking, Data Science, and AI. This two-day workshop brought together leading experts from more than 17 countries, along with a distinguished planning committee and a broad community of in-person and virtual participants, creating a truly global forum for dialogue and exchange.
We extend our sincere appreciation to the members of the workshop planning committee, including the U.S. members Padmanabhan Seshaiyer (Chair), Hollylynne Lee, Lindsey Henderson, Richard Velasco, and David Weintrop; international members Oh Nam Kwon (South Korea), Sarah Schönbrodt (Austria), Tin Lam Toh (Singapore), and Claudia Vargas Díaz (Chile); as well as all panelists, moderators, and international contributors whose expertise and collaborative spirit made this convening impactful.
We extend our sincere thanks to all participants and contributors for their thoughtful engagement across the four central themes of the workshop: Curriculum Development and Policy Implementation, Assessment Techniques and Student Learning, Technological Tools and Frameworks, and Instructional Approaches and Professional Practice. Their insights illuminated how education systems around the world are integrating computational thinking, data science, and artificial intelligence (AI) into K-12 mathematics, highlighting innovative assessment approaches, forward-looking curriculum and policy efforts, impactful instructional practices, and meaningful uses of technology to enhance mathematical understanding.
We are especially grateful for the shared vision that emerged from these discussions, that preparing students for a data-driven and AI-informed world requires coherent and systemic alignment across curriculum, assessment, instruction, professional learning, and policy. Their collective expertise and commitment made this workshop both impactful and inspiring.
We also gratefully acknowledge the support and contributions of Data Science 4 Everyone at the University of Chicago, Gates Foundation, and key collaborators including Zarek Drozda and Rebecca Hartzler. Their commitment to advancing innovation and equity in mathematics education has been instrumental in the success of this effort.
Finally, we thank all participants and observers whose engagement and shared commitment to advancing mathematics education globally made this workshop both meaningful and inspiring.
Padhu Seshaiyer, Planning Committee Chair
Ana Ferreras Fiel, National Academies
Contents
ORGANIZATION OF THIS PROCEEDINGS
2 Keynote 1: Fixing Human Education for the AI Age
MAINSTREAM NEEDS FOR THE AI AGE
MISTAKES IN MATHEMATICS EDUCATION
COMPUTATIONAL THINKING AND COMPUTATIONAL LITERACY IN THE AI AGE
3 Curriculum Development and Policy Implementation
SCOTLAND: COMPUTING, DATA, AND AI EDUCATION
AUSTRALIA: THE JOURNEY TO INTEGRATE COMPUTATIONAL THINKING, DATA SCIENCE, AND AI IN MATHEMATICS
4 Assessment Techniques and Student Learning
NEW ZEALAND: STATISTICS, DATA SCIENCE, COMPUTATIONAL THINKING, AND AI IN YEARS 1 THROUGH 13
ITALY: REDESIGNING CURRICULUM AND ASSESSMENT FOR COMPUTATIONAL THINKING AND AI IN K-12 MATHEMATICS
AUSTRIA AND GERMANY: TEACHING AI AND DATA SCIENCE IN THE MATHEMATICS CLASSROOM
CHILE: AI, TEACHERS, AND STUDENTS
5 Mini-Session: Across the Four Themes
SPAIN: TECHNOLOGICAL TOOLS AND FRAMEWORKS IN K-12 MATHEMATICS EDUCATION
HUNGARY: HOW TEACHING IS CHANGING WITH AI
RESPONSIBLE AI AND AI GOVERNANCE
6 Keynote 2: Mathematics Education in the Age of AI
SEVEN COMPETENCIES OF MATHEMATICAL INTELLIGENCE
7 Technology Tools and Frameworks
GERMANY: EDUCATION IN THE AGE OF AI
SOUTH KOREA: TECHNOLOGY TOOLS AND FRAMEWORKS FOR K-12 MATHEMATICS
SINGAPORE: CODING WITHOUT CODING: GENERATIVE AI SUPPORT FOR INTRODUCTORY STATISTICS
BRAZIL: TECH TOOLS AND FRAMEWORKS
8 Instructional Approaches and Professional Practice
SINGAPORE: PRACTICES IN COMPUTATIONAL THINKING, DATA SCIENCE, AND AI
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