Estado del arte de la integración del pensamiento computacional en matemáticas y tecnología e informática con enfoque STEM en el grado noveno en el periodo 2020-2025.

Abstract

This research develops a state of the art on the integration of computational thinking in the areas of Mathematics and Technology and Informatics, from a STEM approach, in ninth grade during the period 2020-2025. This research develops a state of the art on the integration of computational thinking in the areas of Mathematics and Technology and Informatics, from a STEM approach, in ninth grade during the period 2020-2025. This study stems from the need to understand how this integration has been addressed in national and international contexts, as well as to identify the types of pedagogical strategies used to promote it in the classroom. Computational thinking is recognized as a key competency for problem-solving, logical reasoning, abstraction, decomposition, pattern recognition, and algorithmic design. Furthermore, the STEM approach is presented as a pedagogical pathway for connecting knowledge, promoting active methodologies, and linking learning to real-world situations. Regarding the research methodology, a qualitative, documentary approach was adopted by hermeneutic analysis and processes of organization, categorization, and interpretation of academic, regulatory, and pedagogical sources. To this end, 79 documents published between 2020 and 2025 were reviewed and organized using an analysis matrix that allowed for the identification of trends, teaching strategies, educational resources, methodological approaches, and existing gaps. The findings show that computational thinking has shifted from a programming-centric view to a broader understanding as a form of cross-curricular reasoning. Recurring strategies include project-based learning, problem-based learning, block-based programming, educational robotics, unplugged activities, gamification, and collaborative work. However, challenges persist related to teacher training, curriculum integration, assessment of computational thinking, the implementation of technology, and the availability of contextualized pedagogical guidelines. In conclusion, the study provides an updated synthesis of the field of study and formulates flexible pedagogical recommendations to guide ninth-grade teachers in the planning, implementation, and evaluation of STEM experiences that intentionally, interdisciplinarily, and relevantly integrate computational thinking.