This paper aims at using a Use-Modify-Create approach to explore students' mathematical problem solving by means of computational thinking (CT) and programming activities. The data collection method is participant observation, in which the researcher also has the role as teacher, guiding the group activities. In our study, two groups of students at the undergraduate level solving a mathematical task. The main finding of the study shows that the progression through the Use-Modify-Create continuum did not work as expected and that the connections between mathematical thinking, computational thinking, and programming proved difficult for the students. Conclusions so far are drawn from the study to promote mathematical problem solving by means of computational thinking and programming in a Use-Modify-Create context. [For the full proceedings, see ED636095.]