This study investigates the mathematical computational thinking ability of Mathematics Education students through the lens of constructivist learning theory. The research focuses on understanding how constructivist learning approaches influence the development of students' computational thinking skills. A qualitative descriptive study was conducted with 34 students enrolled in the Algebraic Structure course during the 2023/2024 academic year. The study aimed to analyze the students' computational thinking ability in the context of constructivist learning theory. The findings indicate that students' average computational thinking ability was good, and prior mathematical knowledge significantly influenced their computational thinking ability. Students with high prior mathematical knowledge demonstrated a stronger understanding of computational concepts, while those with lower knowledge showed less understanding. The study highlights the importance of constructivist learning theory in developing computational thinking skills, as it emphasizes student-centered learning, active exploration, and collaboration. The research also suggests that computational thinking skills are essential for Mathematics Education students, as they are expected to integrate technology and computation into mathematics teaching. The study recommends the use of project-based learning, technology, and constructive feedback to enhance computational thinking skills. Challenges in applying constructivist learning theory include the need for more time, trained teachers, and adequate resources. Overall, the study demonstrates that constructivist learning theory can effectively support the development of computational thinking skills in Mathematics Education students.This study investigates the mathematical computational thinking ability of Mathematics Education students through the lens of constructivist learning theory. The research focuses on understanding how constructivist learning approaches influence the development of students' computational thinking skills. A qualitative descriptive study was conducted with 34 students enrolled in the Algebraic Structure course during the 2023/2024 academic year. The study aimed to analyze the students' computational thinking ability in the context of constructivist learning theory. The findings indicate that students' average computational thinking ability was good, and prior mathematical knowledge significantly influenced their computational thinking ability. Students with high prior mathematical knowledge demonstrated a stronger understanding of computational concepts, while those with lower knowledge showed less understanding. The study highlights the importance of constructivist learning theory in developing computational thinking skills, as it emphasizes student-centered learning, active exploration, and collaboration. The research also suggests that computational thinking skills are essential for Mathematics Education students, as they are expected to integrate technology and computation into mathematics teaching. The study recommends the use of project-based learning, technology, and constructive feedback to enhance computational thinking skills. Challenges in applying constructivist learning theory include the need for more time, trained teachers, and adequate resources. Overall, the study demonstrates that constructivist learning theory can effectively support the development of computational thinking skills in Mathematics Education students.