This study aims to describe the pedagogic knowledge of prospective mathematics teachers in making mathematics
problem-solving problems with the concept of Computational Thinking (CT). This study uses an exploratory, descriptive
quantitative research involving 95 prospective mathematics teacher students from various regions in Indonesia. The subject
is given a job to design CT assignments in mathematics learning. Data obtained from performance sheets in the form of
assignments made by prospective teachers. The data were analyzed using the question feasibility performance sheet due to
design principles, the results of assignment-based interviews, and field notes. Data analysis was carried out by triangulation
by combining the results of the analysis of performance sheets, interviews, and field notes, the results obtained from the
performance of prospective teachers, design assignments by paying attention to design principles. Assignments are made
accompanied by an answer key with concepts that support CT. In this case, the study results found the pedagogic knowledge
of prospective mathematics teachers when making questions by paying attention to setting goals, designing, and plugin.
There are significant differences in the criteria for each CT component seen from the level of knowledge of high, medium,
low sig values of 0.000, respectively; 0.002; 0.004, and 0.008 means that there is a significant difference between each group.
Key word: computational thinking; task design; mathematics learning.