Potenciando la geometría con tinkercad en los estudiantes de grado sexto de la Institución Educativa Técnica Zulia de Maripí

Abstract

Multiple studies demonstrate the importance of teaching geometry in school classrooms; however, educational institutions face significant challenges in knowledge transmission, particularly in strengthening spatial thinking and developing creativity. The lack of adequate tools limits the representation of two-dimensional and three-dimensional forms. This study implemented Tinkercad as an innovative strategy to strengthen spatial thinking, integrating geometry and arts in sixth-grade students at Zulia Technical Educational Institution in Maripí, located in a vulnerable rural context in Boyacá, Colombia. The research was conducted using a qualitative interpretive approach, seeking to understand the transformations generated by integrating digital technologies across three interconnected areas of knowledge: technology, arts, and geometry. It was expected that this integration would facilitate meaningful learning applicable in everyday contexts through interactive digital tools. The results showed substantial improvements: identification of geometric elements increased from 71% to 100%, three-dimensional representation from 68% to 89%, and spatial visualization from 14% to 86%. All students applied geometric concepts in creative contexts. Teachers positively valued the impact on motivation, creativity, and 21st-century competencies. The project contributes to the Educational Innovation research line of Santo Tomás University by demonstrating the viability of pedagogical innovation in vulnerable rural contexts through a replicable methodological model that articulates the STEAM approach, Maker Culture, and Design Sprint, contributing to knowledge on technological mediation in mathematics teaching in Colombia.