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Since the 1960s, a few, yet very influential, educational researchers haveinvestigated how computer programming can be used to foster mathematicslearning. However, since the term‘computational thinking’was popularisedby Jeannette Wing in 2006, the number of studies in this area has grownsubstantially. In this article, we present a systematic analysis of literaturelinking mathematics education to computational thinking in an attempt toquantify the breadth and depth of existing work in the area. Our analysisindicates that many studies: (1) originate from computer science academicsrather than education experts; (2) involve mathematics but mainly concentrateon teaching programming skills; (3) present small-scale research designs onself-reported attitudes or beliefs; (4) rarely deal with concepts in mathematicaldomain areas such as probability, statistics, measurement or functions. Thus, weconclude that there are opportunities for rigorous research designs reporting onobservable learning outcomes, explicitly targeting mathematics, conducted bymultidisciplinary teams, and focusing on less-explored domain areas. We be-lieve that these opportunities should be investigated, in order to provide abroader evidence base for developing meaningful digital learning experiencesin mathematics for school-aged children