Published Paper Details:

The word computational thinking has emerged as a significant catalyst in transforming the way pupil engage and comprehend mathematics in the dynamic landscape of education. Despite the conventional realm of mathematical problem solving the computational thinking provides an alternative view point that align with the requirement of digital world. The study investigates computational thinking (CT) as a transformative catalyst in mathematics instruction. The paper conducts a thorough literature review to analyze multiple definitions of CT across disciplines, defines its essential components relevant to mathematics, and studies efficient integration procedures for mathematical problem solving. The study shows that four critical CT components such as decomposition, pattern recognition, abstraction, and algorithms are consistent with mathematics education frameworks and can considerably improve students' problem-solving abilities. The study also investigates pedagogical approaches that use both digital (plugged) and non-digital (unplugged) activities to enhance CT skills. The findings show that problem-based learning is particularly successful for incorporating CT into mathematics education. The study contributes to our understanding of how computational thinking can be systematically integrated into mathematics classrooms to prepare students for 21st-century issues, implying that careful curriculum design and teacher training are required for successful implementation.