In the twenty-first century, developments in science and technology make computers an indispensable part of human life. Although many problems are solved by computers today, solution algorithms are structured as a product of the human mind. For this reason, it is important to raise individuals with high-level thinking skills such as using and developing the technology required by this century, creative thinking and problem solving. According to ISTE (2015), computational thinking is a powerful problem-solving approach that combines technology and thought, and is a combination of creativity, algorithmic thinking, critical thinking, problem solving and collaboration. According to Wing (2006), computational thinking is “the way of solving problems, designing systems, and understanding human behavior using concepts fundamental to computer science. For this reason, it has become a necessity to restructure problem solving skills according to today's conditions. Computational thinking is also defined as a kind of problem-solving skill (Einhorn, 2012). According to Hunsaker (2018), computational thinking is an effective problem-solving model. On the other hand, computational thinking skill should not be considered only as a problem solving skill, because this skill includes different processes such as critical thinking, abstraction and algorithmic thinking along with problem solving (Wing, 2008). In recent years, there are studies in the literature that it is necessary to restructure problem solving skill, which is one of the basic skills of the 21st century, according to today's conditions. However, applications regarding the realization of computational thinking in learning-teaching environments have not been clearly defined yet (NRC [National Research Council], 2010; Wing, 2006). On the other hand, there are limited studies on how computational thinking emerges in areas other than computer science and what can be done (Yadav, Good, Voogt, & Fisser, 2017). Considering that computer science includes most of the basic knowledge of mathematics, it is thought that it is important to examine whether or how the studies to be carried out on the basis of computational thinking will affect the mathematical knowledge and skills of students at all levels (Barcelos et al., 2018). Basically, computational thinking skill is a basic skill that should be acquired not only for those dealing with computer science but also for everyone (Wing, 2006). In this context, it can be recommended to carry out applied studies on computational thinking skills, especially in mathematics education.

Computational thinking can be seen as a combination of problem solving, computation, mathematics and sciences and unplugged activities. It is thought that individuals with computational thinking skills can improve their skills such as problem solving, mathematical association and using technology. In the literature, there are a limited number of studies on this subject, most of which are theoretical. Experimental studies are needed to develop this skill in the field of mathematics education and to see the results. In this context, it is important to discuss the results of experimental studies on computational thinking in mathematics education.