Micro: Bit and Situated Mathematics Learning: An Interdisciplinary Intervention in Upper Secondary Education in Valledupar

Abstract

This article analyzes the results of implementing micro: bit within a science, technology, engineering, and mathematics (STEM) approach to mathematics learning among upper secondary students in Valledupar, Colombia. The study followed a pragmatic paradigm, a mixed-methods approach, a descriptive-evaluative scope, a field design, and an action research method. Participants included 30 tenth-grade students from three educational institutions and nine mathematics teachers. The diagnostic phase combined a ten-item test administered before and after the intervention, semi-structured interviews, and a frequency-scale questionnaire. Based on the findings, three contextualized learning situations were designed: smart irrigation for circular crops, analysis of sports trajectories, and digital leveling for construction. The overall mean score increased from 32 to 71.33 points out of 100, while the number of students who achieved a passing score rose from 3 to 29. Qualitative evidence showed greater interest, autonomy, mathematical communication, and willingness to review errors. The results describe an improvement in performance during the intervention and indicate that micro: bit acquires pedagogical value when programming is integrated with local problems, algebraic reasoning, experimentation, and argumentation. Sustaining the initiative requires teacher training, access to technology, and institutional support