Mathematics education often suffers from curricular fragmentation and an excessive focus on procedures, which limits students’ engagement with meaning and real-world problems. This paper explores Computational Thinking as an epistemological catalyst capable of reconfiguring mathematics education through the Theory of Objectification. The discussion draws on theoretical integration, highlighting Computational Thinking as semiotic mediation, an investigative ethos, and a natural path toward transdisciplinarity. Results indicate that CT enriches mathematical representation, cultivates collaborative inquiry, and bridges disciplinary boundaries. The contribution lies in positioning Computational Thinking not merely as programming but as a form of thought that enhances mathematics learning and prepares students for 21st-century challenges.
Salvatierra et al. (Sat,) studied this question.