This systematic review synthesizes research on how technology-supported approaches to computational thinking (CT) are integrated into primary mathematics learning environments. Following a PRISMA-guided search, 18 studies published between 2016 and 2025 were analyzed to examine how digital tools support CT-related mathematical learning processes in primary school settings. The review identifies recurring patterns linking mathematical domains, CT constructs, and technological environments, illustrating how programming platforms, robotics, game-based tools, and analytics-supported systems are used to structure mathematical problemsolving activities. Across the intervention studies, several reported improvements in students’ mathematical problem-solving and reasoning skills. However, the strength of the evidence varies across studies due to differences in study design, sample size, and assessment methods. The analysis further highlights how technology can support CT-informed instructional design by enabling programmable tasks, iterative testing of solutions, and, in some cases, analyticssupported feedback for teachers and students. At the same time, the review points out ongoing
gaps in methodological rigor, assessment of the CT construct, and the scalability of interventions. These findings underscore the need for more rigorous, long-term, classroom-based research to strengthen the evidence for CT-integrated primary mathematics education.