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Computational thinking, defined as a way of thinking that can be applied to various fields that require problem-solving skills, has become prevalent in education. Students, i.e., future specialists, have to be prepared for complex thinking competence, necessary for solving business and societal problems, for which a combination of mathematical thinking and computational thinking is essential. The preliminary premise is that there is a correlation between ability in specific mathematical and computational fields. Therefore, this paper aims to highlight the significance of investigating the relations between those fields from linguistic point of view. In order to better understand the relationship between abilities in specific mathematical and computational fields, this paper presents an analysis of a new approach, namely, developing hypotheses for exploring the relationship between metalanguages of different fields of Mathematics and Computer Science. Additionally, the paper describes the first stage of a study on a doctoral level in an attempt to suggest possible statistical analyses suitable for testing hypotheses based on meta-analysis of the current literature. [ABSTRACT FROM AUTHOR]

International curriculum and policy directions have called to embed critical thinking across discipline areas including mathematics; however, conceptually, this is under-theorised and under-researched in the field of mathematics education. This paper presents the conceptualisation of critical mathematical thinking (CMT) and the application of a literature informed conceptual framework; in particular, it examines what CMT capabilities young students exhibit as they enter formal schooling. We present the findings from one-on-one task-based interviews, undertaken with 16 young students (aged 5–6) as a means to investigate their CMT capabilities and refine the CMT framework. The interview data were analysed using the new critical mathematical thinking conceptual framework. The data confirms the definition and understanding of CMT in young students, indicating a need for curriculum refinement, improved teaching practices, and further research in this area. [ABSTRACT FROM AUTHOR]

Recently, computational thinking (CT) has attracted much research attention, especially within primary and secondary education settings. However, incorporating in mathematics or other disciplines is not a straightforward process and introduces many challenges concerning the way disciplines are organised and taught in school. The aim of this paper is to identify what characterises CT in mathematics education and which CT aspects can be addressed within mathematics education. First, we present a systematic literature review that identifies characteristics of CT that have been explored in mathematics education research. Second, we present the results of a Delphi study conducted to capture the collective opinion of 25 mathematics and computer science experts regarding the opportunities for addressing CT in mathematics education. The results of the Delphi study, which corroborate the findings of the literature review, highlight three important aspects of CT to be addressed in mathematics education: problem solving, cognitive processes, and transposition. [ABSTRACT FROM AUTHOR]

A critical part of supporting the development of students' algorithmic thinking is understanding the challenges that emerge when students engage with algorithmatizing tasks--tasks that require the creation of an algorithm. Knowledge of these challenges can serve as a basis upon which educators can build effective strategies for enhancing students' algorithmic thinking skills. This paper presents three illustrative cases of emergent challenges evident as students grapple with the process of creating an algorithm. The first challenge highlights discrepancies between the method with which students solve a problem and the algorithm they create, and claim would, when implemented, solve the same problem. The second challenge pertains to the persistence of students' normatively incorrect algorithms, despite going through multiple iterations of testing and revising. Finally, the third challenge concerns issues around the use of test problems for supporting students in their creation of generalized algorithms. These three challenges are discussed using student data (illustrative cases) from three different mathematical algorithmatizing tasks. Suggestions are put forth for addressing some of these challenges, with a particular emphasis on practical pedagogical suggestions for cultivating students' mathematical thinking in the context of algorithmatizing tasks. [ABSTRACT FROM AUTHOR]

As we move further into the digital age, the acquisition of digital literacy (DL) and computational thinking (CT) skills is emerging internationally as an essential goal for students in contemporary school curricula. As the world becomes more uncertain and volatile due to impacts of artificial intelligence (AI), international unrest, climate change, global economic instability and unforeseen catastrophes such as the Coronavirus (Covid-19) pandemic, it is necessary to review, revise and refine school education curricula and policies. The issue of what is essential for students to learn, and how they learn it, is of growing importance to international organisations such as the Organisation for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and is emerging as a significant driver for educational reform across the globe. The growing prominence of CT and DL skills across many industry sectors has prompted recent changes to international assessment frameworks such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). This paper will briefly discuss specific examples of alternative approaches to addressing CT in national curricula for the compulsory years of schooling and explain how CT has been adopted as a driver for mathematics curriculum change in Australia. [ABSTRACT FROM AUTHOR]

Many researchers and philosophers recognize the importance of critical thinking and reasoning skills in the life of all students. However, they failed to address the question of how such skills may be incorporated into mathematics lessons or activities. While such skills are often included in mathematics curriculum, they are not always seen in the lesson. This paper presents the integrations of critical thinking and reasoning skills into a sample lesson through block factor game for teaching factors of a number to young learners to play and list factors of a given number. Scholars have agreed that making mathematics practical using concrete materials in the form of game makes it interesting and fun for learners. Two participants in primary 2 and primary 6 were involved in this study through qualitative research design of case study. Data collection was done through audio-andvideotaped. The students' responses to questions and tasks indicated conceptual understanding and acquisition of critical thinking and reasoning skills. Critical thinking and reasoning skills are incorporated into lesson through critical questions, and games or well constructed tasks in appropriate context. Also, the participants were able to list factors of a given number correctly and also determine the divisibility of a number by another number using block factor game. [ABSTRACT FROM AUTHOR]

This article presents two different classroom situations in which two pairs of students, one in grade 2 and the other in grade 6, attempted mathematically challenging problems through GeoGebra applets. Their reasoning, conjecture making, and argumentation is analyzed using Pea's (1985, 1987) theory of technology as amplifier and reorganizer and the notion of internal and external representations. GeoGebra played the role of amplifier and reorganizer in enabling students' explorations and led them to make conjectures. Furthermore, it was observed that students' static internal representations were enhanced to more dynamic external representations and this played a significant role in developing students' thinking. The three aspects of fidelity have been discussed with regard to the use of GeoGebra based applets and how such applets need to be critically designed and assessed in order to support students' learning. [ABSTRACT FROM AUTHOR]

Copyright of Hellenic Journal of Research in Education / Ereuna Stīn Ekpaideusī is the property of Laboratory of Research in Pedagogy & Educational Practices and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper establishes semantic conceptions for the terms mathematical thinking and mathematical culture, which are present in the Theory Mathematics in the Context of Sciences. We used the method called comparative constant. This is fundamental to avoid misconceptions or carry out contradictory analyses in regard to the precepts of the referential adopted. The acknowledgement of the elements that characterize these conceptions can enable the design and implementation of adequate programs of Mathematics to develop mathematical thinking, as well as mathematical culture in students of Higher Education. [ABSTRACT FROM AUTHOR]

The nature of the area of mathematical competitions as a design science is considered, historical roots of mathematical problem-solving competitions are traced, the complementary aspects of mathematics as theory building and as problem solving are touched upon in relation to the practice of competitions. Two historical figures, Euler and Erdős, emerge, and the appropriateness of many of Euler's mathematical ventures are seen as role models for competition mathematics as first put into practice in mathematical competitions towards the end of the nineteenth century. Distinctions and definitions are made, a venture into identifying competition syllabi and the principal types of reasoning employed in solving competition problems is explored, and a description of the many different types of competitions is considered. Interaction between the field of mathematics itself and problem-solving competitions is briefly explored, as are the possibilities that open when competitions and their access to huge amounts of data, both national and international, are taken into account in research belonging to mathematics education. Finally, the range of topics addressed in this special issue of ZDM is covered, along with some possible conclusions relating to the components of the overview. [ABSTRACT FROM AUTHOR]

We researched how the transition to remote learning during the COVID-19 pandemic affected the development of mathematical thinking and reading comprehension skills of high school students based on the analysis of the results of a standardized test for higher education admission. The total number of participants was N = 17,942, out of which N1 = 10,611 were pre-pandemic applicants and N2 = 7,331 were post-pandemic applicants. The pre-pandemic group took into consideration the exam results from September 2016 to June 2020. The post-pandemic group took into consideration the exam results from September 2020 up to May 2023. We conclude that emergency remote teaching decreased the average mathematical competence of incoming university students by 12.8%. Similarly, emergency remote teaching decreased the average reading achievement of students entering university by 8%. Therefore, the impact of emergency remote teaching was greater on mathematics skills than on reading achievements. [ABSTRACT FROM AUTHOR]

A rigorous and axiomatic-deductive approach is emphasized in teaching mathematics at university-level. Therefore, the secondary-tertiary transition includes a major change in mathematical thinking. One viewpoint to examine such elements of mathematical thinking is David Tall's framework of the three worlds of mathematics. Tall's framework describes the aspects and the development of mathematical thinking from early childhood to university-level mathematics. In this theoretical article, we further elaborate Tall's framework. First, we present a division between the subjective-social and objective sides of mathematics. Then, we combine Tall's distinction to ours and present a framework of six dimensions of mathematics. We demonstrate this framework by discussion on the definition of continuity and by presenting a visual construction of a nowhere differentiable function and analyzing the way in which this construction is communicated visually. In this connection, we discuss the importance to distinguish the subjective-social from the objective side of mathematics. We argue that the framework presented in this paper can be useful in developing mathematics teaching at all levels and can be applied in educational research to analyze mathematical communication in authentic situations. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) has received much attention in mathematics education in recent years, and researchers have begun to experiment with the integration of CT into mathematics education to promote students' CT and mathematical thinking (MT) development. However, there is a lack of empirical evidence and new theoretical perspectives on the mechanisms of interaction between CT and MT. To address this research gap, this study analyses the participants' thinking processes in solving programming-based mathematical problems from a flexibility perspective, focusing on the interplay between computational and mathematical thinking, that is, how CT and MT work together to influence and determine the problem-solver's choice of solution strategy. Using data collected from a large design-based study, we summarise two types of flexibility and six subtypes of flexibility demonstrated by participants in the programming-based mathematical problem-solving process using thematic analysis. These different types of flexibility provide researchers and mathematics educators with new theoretical perspectives to examine the interplay of CT and MT. Findings will also contribute toward student learning characteristics in programming-based mathematical problem-solving to sketch the big picture of how CT and MT emerge in complementary or mismatching ways. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Education is the property of Mehmet Tekerek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An abstract is a brief, comprehensive summary of the contents of the article; it allows readers to survey the This study aims to examine the development of the mathematical thinking skills of pre-service elementary mathematics teachers through error-based activity practices. The study was designed as a case study, which is one of the qualitative study designs. The study group of the research consisted of five pre-service mathematics teachers studying at a Turkish university. In selecting the study group, the criterion sampling method that is one of the purposive sampling methods was employed. Data were collected through face-toface interviews with pre-service teachers and diaries kept by them. Data were analyzed using the descriptive analysis method. Based on the findings obtained from the study, the error-based activities were observed to positively affect specifically the specialization and generalization processes of pre-service teachers. Following these two processes, the assumption and persuasion processes of the pre-service teachers were also revealed to have improved with the practice of error-based activity implementation. In conclusion, error-based activities were observed to have positively affected the mathematical thinking processes of pre-service teachers. [ABSTRACT FROM AUTHOR]

As we move further into the digital age, the acquisition of digital literacy (DL) and computational thinking (CT) skills is emerging internationally as an essential goal for students in contemporary school curricula. As the world becomes more uncertain and volatile due to impacts of artificial intelligence (AI), international unrest, climate change, global economic instability and unforeseen catastrophes such as the Coronavirus (Covid-19) pandemic, it is necessary to review, revise and refine school education curricula and policies. The issue of what is essential for students to learn, and how they learn it, is of growing importance to international organisations such as the Organisation for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and is emerging as a significant driver for educational reform across the globe. The growing prominence of CT and DL skills across many industry sectors has prompted recent changes to international assessment frameworks such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). This paper will briefly discuss specific examples of alternative approaches to addressing CT in national curricula for the compulsory years of schooling and explain how CT has been adopted as a driver for mathematics curriculum change in Australia.

A critical part of supporting the development of students’ algorithmic thinking is understanding the challenges that emerge when students engage with algorithmatizing tasks—tasks that require the creation of an algorithm. Knowledge of these challenges can serve as a basis upon which educators can build effective strategies for enhancing students’ algorithmic thinking skills. This paper presents three illustrative cases of emergent challenges evident as students grapple with the process of creating an algorithm. The first challenge highlights discrepancies between the method with which students solve a problem and the algorithm they create, and claim would, when implemented, solve the same problem. The second challenge pertains to the persistence of students’ normatively incorrect algorithms, despite going through multiple iterations of testing and revising. Finally, the third challenge concerns issues around the use of test problems for supporting students in their creation of generalized algorithms. These three challenges are discussed using student data (illustrative cases) from three different mathematical algorithmatizing tasks. Suggestions are put forth for addressing some of these challenges, with a particular emphasis on practical pedagogical suggestions for cultivating students’ mathematical thinking in the context of algorithmatizing tasks.

This study aims to explore the type of questions teachers ask as they engage with their learners in conversations about mathematics in Grade 9 classrooms. A qualitative approach with a case study design was used for the study. Data was collected from three schools in the same circuit in South Africa. Three Grade 9 mathematics teachers, one from each school, were purposively selected, and their already existing classes were automatically involved. The study was guided by Cognitive Guided Instruction (CGI), a learner-centered approach that uses social constructivism as a research paradigm. The exploration was supplemented by the conceptual framework based on nine types of mathematical questions. Classroom lesson observations, teacher interviews, and field notes were used to collect data coded according to the question-types framework. This article is framed through one research question: what type of questions do teachers ask as they engage with their learners in conversations about mathematics? The findings revealed that the most frequently asked question type was in the information-gathering category based on low-level questions that required learners to recall facts. However, teacher interviews revealed that each question type, whether at a low or high level, had a unique way of contributing to learner construction of mathematical knowledge. [ABSTRACT FROM AUTHOR]

Dyslexia has been linked to an altered perception of metrical structures in language, but no study to date has explored the link between reading impairments and other forms of metrical thinking (e.g., proportional reasoning). In the present study, we assessed proportional reasoning in 16 dyslexic children and 16 age-matched controls from 7 to 10 years of age in order to investigate whether dyslexia might be also linked to an altered form of metrical thinking. We found that dyslexic children are less accurate in performing judgments about proportionality compared to typical peers and that reading accuracy correlates with proportional reasoning abilities for 7–8-year-old children. Overall, these findings suggest that a link exists between reading and proportional reasoning abilities. We might speculate that fostering reasoning based on the meter can facilitate reading because it permits the segmentation of words in syllables and that dyslexia can be identified early with alternative non-reading tasks such as the proportional reasoning task used in this work. [ABSTRACT FROM AUTHOR]

The social, scientific and technological development of recent years has encouraged the incorporation of computational thinking in the school curriculum of various countries progressively, starting from early childhood education. This research aims to characterize future kindergarten teachers' traits of didactic-mathematical and computational knowledge presented when solving and posing robotics problems. Firstly, aspects of the mathematical and computational knowledge of the participants (97 students of the subject of Didactics of Mathematics of the Degree in Early Childhood Education at a Spanish university) were identified when they solved problems as users of the Blue-Bot didactic robot. Secondly, we analyzed their justifications for reflecting on the design of robotics problems. The results indicate that future teachers present characteristics of didactic-mathematical knowledge when solving and designing robotics problems, although errors and ambiguities are evident, especially in the procedures and representations of the programming. These shortcomings significantly influence the didactic suitability of the robotics problems they design. From a future perspective, in the training of future teachers, it is considered relevant to incorporate didactic-mathematical and computational knowledge that allows them to develop logical, spatial and computational thinking. [ABSTRACT FROM AUTHOR]

The relevance of cognitive performance during adolescence requires further studies that analyze potential associated factors. This study aimed to analyze inductive reasoning, reading comprehension, and mathematical thinking (problem-solving and number and calculation) in relation to sleep and depression in 244 students aged 12–17 years (47.6% boys and 52.4% girls). Daytime sleepiness, sleep quality, dysthymia, and euthymia (state and trait) were assessed by self-reported questionnaires. Moreover, correlations between these variables and cognitive performance, and differences depending on sociodemographic variables (sex, age, or academic year) were analyzed using non-parametric tests. Robust regression models were also conducted to evaluate the predictive role of significant variables on cognitive performance. The results showed significant bidirectional relationships between sleep- and depression-related variables, and between the latter ones and cognitive performance. Depression-trait was more related to cognitive performance than depression-state, and euthymia more than dysthymia, but neither daytime sleepiness nor sleep quality significantly correlated with it. As for sociodemographic variables, girls reported worse sleep and more depressive symptoms than boys did, and younger students reported better sleep but performed worse than the older ones. Although these findings should be further explored in forthcoming studies adding other promising variables, they highlight the importance of promoting euthymia to improve cognitive performance in adolescents. [ABSTRACT FROM AUTHOR]

Mental arithmetic is a complex skill of great importance for later academic and life success. Many neuroimaging studies and several meta‐analyses have aimed to identify the neural correlates of mental arithmetic. Previous meta‐analyses of arithmetic grouped all problem types into a single meta‐analytic map, despite evidence suggesting that different types of arithmetic problems are solved using different strategies. We used activation likelihood estimation (ALE) to conduct quantitative meta‐analyses of mental arithmetic neuroimaging (n = 31) studies, and subsequently grouped contrasts from the 31 studies into problems that are typically solved using retrieval strategies (retrieval problems) (n = 18) and problems that are typically solved using procedural strategies (procedural problems) (n = 19). Foci were compiled to generate probabilistic maps of activation for mental arithmetic (i.e., all problem types), retrieval problems, and procedural problems. Conjunction and contrast analyses were conducted to examine overlapping and distinct activation for retrieval and procedural problems. The conjunction analysis revealed overlapping activation for retrieval and procedural problems in the bilateral inferior parietal lobules, regions typically associated with magnitude processing. Contrast analyses revealed specific activation in the left angular gyrus for retrieval problems and specific activation in the inferior frontal gyrus and cingulate gyrus for procedural problems. These findings indicate that the neural bases of arithmetic systematically differs according to problem type, providing new insights into the dynamic and task‐dependent neural underpinnings of the calculating brain. [ABSTRACT FROM AUTHOR]

Since the pioneering work of the early 20th century neuropsychologists, the angular gyrus (AG), particularly in the left hemisphere, has been associated with numerical and mathematical processing. The association between the AG and numerical and mathematical processing has been substantiated by neuroimaging research. In the present review article, we will examine what is currently known about the role of the AG in numerical and mathematical processing with a particular focus on arithmetic. Specifically, we will examine the role of the AG in the retrieval of arithmetic facts in both typically developing children and adults. The review article will consider alternative accounts that posit that the involvement of the AG is not specific to arithmetic processing and will consider how numerical and mathematical processing and their association with the AG overlap with other neurocognitive processes. The review closes with a discussion of future directions to further characterize the relationship between the angular gyrus and arithmetic processing. [ABSTRACT FROM AUTHOR]

In this study, the mathematical thinking processes on geometry of 6th, 7th and 8th grade students who have the same geometric thinking levels were examined. Two students from each grade level were selected for the study. The geometric thinking levels of the students were determined as the third level. In addition, the algebraic thinking levels of the students were discussed. The three worlds of mathematics was used in the research. The mathematical thinking processes of the students were examined in terms of the embodied world, the proceptual world and the formal world. The Pythagorean Theorem was chosen as the geometry subject. Two-stage semi-structured interviews were conducted with the students. In the first part of the interviews, the verbal expression of the Pythagorean Theorem was directed to the students. In the second part, an activity was presented for them to discover the theorem in a real-life situation. As a result, while the students had difficulty in explaining the theorem in the verbal expression, they were able to express it more easily in a real-life situation. 7th and 8th grade students were more successful than 6th grade students in demonstrating the processes of the three worlds of mathematics. [ABSTRACT FROM AUTHOR]

Algebraic thinking is an important part of mathematical thinking, and researchers agree that it is beneficial to develop algebraic thinking from an early age. However, there are few examples of what can be taken as indicators of young students' algebraic thinking. The results contribute to filling that gap by analyzing and exemplifying young students' early algebraic thinking when reasoning about structural aspects of algebraic expressions during a collective and tool-mediated teaching situation. The article is based on data from a research project exploring how teaching aiming to promote young students' algebraic thinking can be designed. Along with teachers in grades 2, 3, and 4, the researchers planned and conducted research lessons in mathematics with a focus on argumentation and reasoning about algebraic expressions. The design of teaching situations and problems was inspired by Davydov's learning activity, and Toulmin's argumentation model was used when analyzing the students' algebraic thinking. Three indicators of early algebraic thinking were identified, all non-numerical. What can be taken as indicators of early algebraic thinking appear in very short, communicative micromoments during the lessons. The results further show that the use of learning models as mediating tools and collective reflections on a collective workspace support young students' early algebraic thinking when reasoning about algebraic expressions. [ABSTRACT FROM AUTHOR]

Copyright of Cultura Educación y Sociedad is the property of Corporacion Universidad de la Costa, CUC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A rigorous and axiomatic-deductive approach is emphasized in teaching mathematics at university-level. Therefore, the secondary-tertiary transition includes a major change in mathematical thinking. One viewpoint to examine such elements of mathematical thinking is David Tall’s framework of the three worlds of mathematics. Tall’s framework describes the aspects and the development of mathematical thinking from early childhood to university-level mathematics. In this theoretical article, we further elaborate Tall’s framework. First, we present a division between the subjective-social and objective sides of mathematics. Then, we combine Tall’s distinction to ours and present a framework of six dimensions of mathematics. We demonstrate this framework by discussion on the definition of continuity and by presenting a visual construction of a nowhere differentiable function and analyzing the way in which this construction is communicated visually. In this connection, we discuss the importance to distinguish the subjective-social from the objective side of mathematics. We argue that the framework presented in this paper can be useful in developing mathematics teaching at all levels and can be applied in educational research to analyze mathematical communication in authentic situations.

It is a challenge for mathematics teachers to provide activities for their students at a high level of cognitive demand. In this article, we explore the possibilities that history of mathematics has to offer to meet this challenge. History of mathematics can be applied in mathematics education in different ways. We offer a framework for describing the appearances of history of mathematics in curriculum materials. This framework consists of four formats that are entitled speck, stamp, snippet, and story. Characteristic properties are named for each format, in terms of size, content, location, and function. The formats are related to four ascending levels of cognitive demand. We describe how these formats, together with design principles that are also derived from the history of mathematics, can be used to raise the cognitive level of existing tasks and design new tasks. The combination of formats, cognitive demand levels, and design principles is called the 4S-model. Finally, we advocate that this 4S-model can play a role in mathematics teacher training to enable prospective teachers to reach higher cognitive levels in their mathematics classrooms. [ABSTRACT FROM AUTHOR]

George Keith Batchelor (1920–2000, FRS 1957) was a towering figure in the twentieth century international fluid mechanics community. Much has been written about him since his death. This article presents an account of Batchelor's early interactions and relationships with Chinese fluid dynamicists and his continuing inspirational influence on them, which have not yet been documented in English. The theory of homogeneous turbulence, to which Batchelor contributed greatly, has had both indirect and direct inspirational influence on generations of Chinese fluid dynamicists, as they have sought to make their own contributions. Batchelor made visits to China in 1980 and 1983. His first ice-breaking trip to China in April 1980 is of special importance to Sino-British fluid mechanics and to China, even though Batchelor did not speak about turbulence but instead about his more recent research interest, microhydrodynamics. Batchelor's philosophical view of applied mathematics (fluid mechanics)—that 'You have got to inject some physical thinking as well as mathematical thinking'—has had great inspirational influence on generations of fluid dynamicists in the UK, in China, and around the world. Batchelor's generosity of spirit and frugality of habit is warmly remembered by his students and Chinese friends. The author presents details of Batchelor's interaction with Chinese fluid dynamicists in the 1980s within the general context of the scientific relationship between China and the UK. [ABSTRACT FROM AUTHOR]