COMPUTATIONAL THINKING AND PROBLEM SOLVING IN PRIMARY EDUCATION: AN INNOVATIVE APPROACH TO STUDENT TRAINING IN THE 21ST CENTURY

Abstract

This study investigates the integration of Computational Thinking (CP) into mathematical problem-solving in primary education, considering its relevance to the development of essential skills for the 21st century. It aims to analyse how the incorporation of CP strategies can promote more dynamic teaching, stimulating students' logical reasoning, autonomy and critical thinking. In addition, this work discusses the role of teachers in implementing these methodologies and the need to adapt the curriculum to meet contemporary demands. The research is carried out in two distinct stages: a theoretical analysis of CP in the educational context and a case study applied to primary school students. The empirical component includes direct observation, analysing students' work and applying problem-solving strategies based on CP. The data collected is analysed qualitatively, allowing us to understand the changes in teaching practices and student performance. The application of CP strategies contributes to greater student involvement in mathematical learning, fostering problem-solving skills and intellectual autonomy. The implementation of these approaches has promoted an evolution in pedagogical practice, highlighting the role of teachers as mediators of knowledge and curricular innovation. The results of this study emphasise the need for educational renewal that integrates CP as a structuring element in students' education, preparing them for the challenges of the future. The research reinforces the importance of curricular innovation and the adoption of emerging pedagogies in education, aligning with the objectives of the conference by outlining paths for the evolution of teaching competences and the development of innovative pedagogical approaches.