Computational thinking and educational chess: a proposal to strengthen mathematics learning in primary education
DOI:
https://doi.org/10.71112/cw3trk45Keywords:
educational chess, computational thinking, primary mathematics education, unplugged activities, meaningful learning, didactic innovationAbstract
This article analyzes the integration of educational chess and computational thinking as an unplugged strategy to strengthen mathematics learning in primary education. The research followed a qualitative approach supported by Design-Based Research and involved 62 students from first to fifth grade. A didactic sequence based on learning stations was implemented through the chessboard, chess pieces, coordinates, patterns, trajectories, and problem-solving situations in classroom practice. Data were collected through participant observation, pedagogical journals, photographic records, and students' productions, and were analyzed through triangulation and qualitative coding. The results show progress in spatial orientation, pattern recognition, sequencing, decomposition, abstraction, debugging, and collaborative participation.
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Copyright (c) 2026 Vanessa Mercedes Fontalvo Osorio, Jesús David Berrío Valbuena, Sonia Valbuena (Autor/a)
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