Computational Thinking (CT) encompasses cognitive processes that enable problem definition and solution through computational tools. CT is closely tied to mathematical foundations and it’s recognized as a necessary skill in mathematics and science education. This paper presents a systematic literature review examining how mathematics education is influenced when students engage in CT-focused instructional activities. The reviewed studies primarily involved software-based learning tools, explored diverse mathematical topics and approaches to integrating computational thinking into mathematics classroom. The findings indicate that computational thinking activities were concentrated in secondary school and university education, driven by the use of CT to mitigate conceptual difficulties in mathematics. It not only enhances mathematical understanding but also fosters interdisciplinary problem-solving. Studies consistently validates the role of computational thinking makes learning more interactive and improve mathematics skills. Despite the challenges related to assessments, teacher training, and curriculum design. Strengthening these areas is essential for the sustainable integration of CT as a core feature in mathematics education.
Ogonna et al. (Thu,) studied this question.