Computational thinking and mathematics education

possibilities for integration into educational practice

Abstract

This study aims to analyze the contributions of computational thinking to the development of logical reasoning and the improvement of learning. The research is qualitative and of a theoretical-empirical nature, employing an action-research approach, and was conducted at a municipal school with 4th-grade elementary students. The pedagogical intervention integrated plugged and unplugged activities, utilizing concrete materials, games, logic puzzles, and digital platforms such as Matific, Wordwall, and Quizizz. Data collection involved observations, journal entries, student work, assessments, and discussion circles. The results demonstrated increased student interest, participation, and autonomy, as well as progress in understanding mathematical operations and problem-solving. Collaborative activities also fostered knowledge exchange, cooperation, and inclusion. The experience showed that integrating computational thinking with Mathematics Education constitutes a promising pedagogical strategy for making learning more meaningful, dynamic, and contextualized. It is concluded that incorporating these practices can contribute to the development of logical reasoning and the formation of critical, creative, and autonomous students.