| Sumario: | The aim of this study is to examine the learning outcomes included in the middle school mathematics curriculum within the context of computational thinking skills. For this purpose, a literature review was first conducted to identify the indicators of computational thinking skills. Subsequently, the curriculum outcomes were analyzed in relation to these indicators. The study employed document analysis as the research method, and content analysis was utilized during the data analysis process. According to the findings, approximately 44% of the learning outcomes in the curriculum were found to be associated with the dimension of 'algorithm', 28% with 'patternmodel extraction', and 21% with 'abstraction'. Additionally, the outcomes in the 'numbers and operations' learning domain were predominantly related to 'algorithm', while those in the domains of algebra, geometry, and measurement were mostly aligned with 'pattern-model extraction'. The outcomes in the 'data processing' domain showed strong associations with the 'evaluation and debugging' dimension, whereas those in the 'probability' domain were primarily linked to 'abstraction' and 'pattern-model extraction'. When examined across different grade levels, it was found that the outcomes at the 5th and 8th grade levels were predominantly related to 'algorithm', 'pattern-model extraction', and 'abstraction', respectively. Meanwhile, the outcomes at the 6th and 7th grade levels were mostly associated with 'algorithmic thinking', ' pattern-model extraction', and 'decomposition'.
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