Computational Thinking (CT) is a skill that encompasses various strategies and is used as a problem-solving skill. Nonetheless, there remains a lack in the literature on the understanding of CT knowledge among mathematics teachers in regard to problem-solving skills development. Therefore, the main aim of this study is to investigate such relation based on primary school mathematics teachers' perception as to their knowledge. The research is quantitative using a questionnaire. For this research, a simple random sampling was employed to select 121 primary school mathematics teachers in Klang district of Selangor as the study sample. The results revealed a relationship, level in CT and students' perceptions about the implementation of it within problem-solving skills. Results may thus reflect higher CT knowledge making it more likely to perceive that they implement greater levels of CT in their problem-solving. Finally, it is recommended that professional development programs for mathematics teachers be designed to improve the belief of its implementation in teaching and learning.
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