Bridging Computational Thinking Knowledge and Classroom Practice: A Mixed-Methods Study of Preservice Mathematics Teachers in Ghana

Preservice mathematics teachers are increasingly required to incorporate computational thinking (CT) into school mathematics, but evidence about whether CT knowledge actually transfers into classroom practice remains limited, especially within African settings. This research investigated how preservice mathematics teachers' CT knowledge related to their observed CT enactment during school-based teaching, and explored the contextual and pedagogical factors that influenced that enactment. A convergent parallel mixed-methods approach was used with 42 third-year Bachelor of Education (Mathematics) students at the University for Development Studies, Ghana. Participants completed a CT knowledge assessment based on Weintrop et al.'s (2016) four-practice taxonomy and were observed teaching two mathematics lessons; in addition, 16 participants took part in interviews and lesson-plan analysis. CT knowledge was moderate (M = 61.4%, SD = 12.8), while CT enactment was low (M = 1.42/3, SD = 0.58). CT knowledge showed a positive association with enactment, r (40) = .34, p = .028, accounting for roughly 12% of the variance. The qualitative results pointed to curriculum pacing pressure, limited mentor modelling, an examination-oriented culture, and confidence gaps as constraints. These findings underscore the need for teacher education to reinforce pedagogical translation, mentor modelling, and context-responsive CT enactment.