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Mathematics was considered as a major subject context to raise students’ computational thinking (CT). Meanwhile, students’ limited programming skills called for more exploration of CT in unplugged problem-solving contexts. This study investigated how CT presents in high school students’ solving mathematics problems in a paper-pencil format. Following the five-dimension model of CT, we collected survey data and math question answers from 135 Chinese students. Factor analysis was applied to examine the model and students’ responses were used to explain statistical results. Results suggested that CT presents differently in unplugged mathematics problem-solving contexts. Specifically, algorithm thinking is mixed with decomposition due to students’ limited skills in clearly representing their problem-solving sequences with flowcharts.