This study examines the mathematical computational thinking ability of students in a Mathematics Education program, focusing on the impact of constructivist learning theory. The research is qualitative and descriptive, conducted at Universitas Islam Riau in the 2023/2024 academic year, involving 34 students who took the Algebraic Structure course. The study aims to understand how constructivist learning theory affects the development of students' computational thinking skills. Key findings indicate that the average mathematical computational thinking ability of the students was good, with prior mathematical knowledge playing a significant role in differentiating their abilities. Students with high prior mathematical knowledge demonstrated better computational thinking skills compared to those with medium or low prior knowledge. The study highlights the importance of constructivist learning theory in fostering computational thinking, emphasizing active learning, collaboration, and reflection. Constructivism encourages students to build their understanding through experience and interaction, which aligns well with computational thinking, which involves problem-solving, algorithmic thinking, and data analysis. The research also discusses the challenges and strategies for applying constructivist learning theory in computational thinking education, including the need for longer learning periods, adequate resources, and well-developed curricula. The study concludes that constructivist learning theory effectively enhances computational thinking skills, and provides recommendations for future research and educational practices.This study examines the mathematical computational thinking ability of students in a Mathematics Education program, focusing on the impact of constructivist learning theory. The research is qualitative and descriptive, conducted at Universitas Islam Riau in the 2023/2024 academic year, involving 34 students who took the Algebraic Structure course. The study aims to understand how constructivist learning theory affects the development of students' computational thinking skills. Key findings indicate that the average mathematical computational thinking ability of the students was good, with prior mathematical knowledge playing a significant role in differentiating their abilities. Students with high prior mathematical knowledge demonstrated better computational thinking skills compared to those with medium or low prior knowledge. The study highlights the importance of constructivist learning theory in fostering computational thinking, emphasizing active learning, collaboration, and reflection. Constructivism encourages students to build their understanding through experience and interaction, which aligns well with computational thinking, which involves problem-solving, algorithmic thinking, and data analysis. The research also discusses the challenges and strategies for applying constructivist learning theory in computational thinking education, including the need for longer learning periods, adequate resources, and well-developed curricula. The study concludes that constructivist learning theory effectively enhances computational thinking skills, and provides recommendations for future research and educational practices.