The inclusion engineer and the Scratch language for the learning mathematics

Abstract

A didactic strategy mediated with Scratch supported with STEAM methodology is created. Visual programming is carried out on environmental issues with grade 9 students. A training program is intervened with the application of some tests. The inclusion engineer contributes to basic secondary education in the development of a didactic strategy to strengthen the mathematical competencies of reasoning and argumentation, communication, representation, and modeling, posing, and solving problems. Young researchers from the systems engineering program assume the role of inclusion engineer, develop a mixed investigation. The pretest obtains a minimum performance of 275 points, and the posttest with 369 points, located at a satisfactory performance level. The success lies in the fact that the inclusion engineer knows the difficulties present in setting the learning objectives with innovative processes.