Preservice Mathematics Teachers’ Perception on Computational Thinking as Problem-Solving Strategy in Teaching and Learning

Problem solving is a central goal of mathematics education and a key competency emphasized in Ghana’s basic school mathematics curriculum. However, many stakeholders are of the view that classroom practices often prioritize routine procedures rather than strategies that promote critical and analytical thinking. Computational thinking (CT), which involves cognitive processes such as decomposition, pattern recognition, abstraction, and algorithmic thinking, has increasingly been recognized as a powerful framework for structured problem-solving that can enhance mathematical reasoning and learning. Despite its potential pedagogical value, the integration of CT, particularly in unplugged forms that do not require digital technologies, seems limited in mathematics teacher education programs, and little is known about preservice mathematics teachers’ perceptions of its role in mathematical problem-solving.