Estrategia Pedagógica para el Fortalecimiento del Pensamiento Métrico, Basada en el Pensamiento Computacional con Estudiantes del Curso Sexto de la Institución Educativa Integrado de Cómbita 2025.

Abstract

This research addresses the difficulties in learning metric thinking in mathematics, characterized by low performance in national and international assessments and traditional teaching methodologies that fail to connect abstract concepts with real-world applications. The main objective was to strengthen metric thinking in sixth-grade students at the Integrated Educational Institution of Cómbita through a pedagogical strategy based on computational thinking. The methodology employed a qualitative participatory action research approach, implementing a pedagogical strategy structured in five phases: inquiry, problematization, resolution, systematization, and transfer. The sample consisted of 31 sixth-grade students, using tools such as Scratch to create unit conversion calculators contextualized within the local dairy sector. Data collection instruments included pretest and posttest assessments, field journals, direct observations, and expert validation. Results demonstrated significant improvements in unit conversion competencies, with 70% increases in the conversion component and doubled performance in measurement and estimation. Comparative analysis revealed that all students maintained or improved their performance, with a 62% increase in high and superior achievement levels. The findings confirm that integrating computational thinking with meaningful contexts from rural environments enhances metric thinking learning while promoting 21st-century skills such as problem-solving, creativity, and collaborative work. The pedagogical strategy designed under the STEM approach proved to be relevant, flexible, and adapted to the specific educational needs of the rural population studied.