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This article stems from an investigation aimed at designing and implementing a methodological proposal for using the Scratch software in a primary education course. The purpose of this research was to enhance the generation of significant learning of thirty third-grade Math students at the Institución Educativa 24 de Mayo in the municipality of Cereté in the department of Córdoba, Colombia. A qualitative approach and a descriptive methodological framework were used in the research. Thus, it was possible to study the use of the Scratch software in the development of Maths classes. An educational action-research method was developed. The research design was qualitative-descriptive, and the type of analysis was interpretative. At the end of the intervention of the use of the Scratch software in the thirdgrade math classes, number thinking was strengthened, because students were able to interpret formulas and solve problems associated with addition, subtraction and multiplication of natural numbers. As evidenced by the results presented, logical-mathematical thinking was stimulated, leading to the generation of significant learning and the development of 21st century skills, such as learning to think creatively, collaborative work and continuous learning. [ABSTRACT FROM AUTHOR]

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