Díaz Chaparro, Luis CarlosTorres Moreno, Miguel EduardoHurtado rojas, José HernandoChavarro Flórez, Germán AlbertoRuiz García, Edgar Enrique2020-12-102020-12-102013Revista Lasallista de Investigación - Vol. 10 No. 2 - 20131794-4449http://hdl.handle.net/10567/2825from the experience in the teaching-learning process of the first levels of analysis, de-sign, construction and execution of algorithms, the difficulty of illustrating and understanding intangible concepts has been detected. generating analogies or other kinds of conceptual resources to contribute to the imagination or the abstraction students require to understand the basic elements of programming, turns out to be a challenge for teachers. objective. define a set of visual representations and meta-phors to establish a base for the development of di-dactic materials, software applications and pertinent activities to provide support to teaching and learning in programming. Materials and methods. Based on some pedagogical theories and on the revision of similar projects, some representations, metaphors and proposals of meaningful learning activities were defined from a first selection of programming con-cepts. results. Teaching experiences were shared and several activities to be developed in class were formalized. Those activities were carried out by the teachers involved in the work line called Tangible Software. A set of physical and software tools for di-dactic support was developed under a constant de-finition of common visual representations. conclu-sion. The use of visual representations, metaphors, instruments and meaningful learning activities sup-ports the generation of the necessary abstractions that contribute for understanding the intangible con-cepts of programming and of the execution of algo-rithms.enAcceso abiertoCorporación Universitaria LasallistaEducación superiorDidáctica de la educaciónMultimediaMetáforasEstrategias pedagógicasinfo:eu-repo/semantics/openAcces