This research project will define and trace the features of computational thinking (CT) of pre-service primary school educators in solving contextual mathematics problems. The qualitative paradigm with grounded theory design was adopted, which allowed the development of the theory with the use of empirical data. The problem-solving test according to Polya steps and semi-structured interview aiming at four CT indicators decomposition, pattern recognition, algorithmic thinking, and debugging were used to collect the data. The analysis of data was conducted according to the model suggested by Gioia as it included open coding, first-order concepts, second-order themes, and aggregate dimensions. The findings showed that there are three different patterns of CT characteristics namely systematic-conceptual, pragmatic-exploratory, and procedural-linear, and the results demonstrate the difference in CT application between university students and the need to improve reflective thinking and strategic approaches in teacher education. The study will assist in designing computational thinking-based mathematics programmes and instruction methods in the primary school level.