This essay extends beyond the characteristics and discourse of word problems to, more generally, school mathematical problem-solving and the implications entailed by a predominant paper-and-pencil mode of learning and instruction since the modern era of education. Contrasting what I call "one-handed" (with paper-and-pencil) with "two-handed" (computer-assisted) approach to problem solving, I suggest that the latter offers a more contemporary view of mathematics education, which is widely under-represented in school curricula. Drawing upon a problem with discrete variables and interpreting its possible solutions by computational means of problem solving, I discuss the kinds of mathematics and computational thinking (CT) learning made possible in programming-rich contexts. I end with discussing the contribution of taking a CT perspective for mathematics education and the implications of adopting such a perspective for school mathematical problem-solving.