This research examines the integration of computational thinking in mathematics education, specifically examining its impact on students' algebraic reasoning. By teaching core computational concepts such as pattern recognition, decomposition, and algorithmic thinking, students develop a deeper understanding of algebraic structures and processes. The study focuses on a classroom intervention where students are concurrently taught Algebra 1 and computer science by the same teacher using interdisciplinary lessons. The results suggest that combining computational thinking with algebra instruction fosters problem-solving skills, builds confidence, and enhances student engagement. A key challenge lies in ensuring that students do not feel obligated to participate, as the teacher serves as both instructor and researcher. To mitigate this, students are fully informed about the study's objectives and provided with consent forms, emphasizing that participation will not influence their grades or offer extra credit. This research provides educators practical insights and strategies for integrating computational thinking into algebra curricula, thereby fostering stronger algebraic reasoning and advancing students' mathematical achievement.