In this study a methodological framework to develop computational thinking in the students' process of developing logical and abstract self-learning in computer programing on epistemic learning based on TICs is presented. The framework is constructed on an experiential learning cycle that allows students increase their skills in an insightful way, in order to develop programing computer since childhood. From the intervention of Scratch software in the subject of mathematics, the results of the case study were obtained. The study was conducted in two schools from Freire district, Chile: Escuela Municipal Juan Seguel, from the urban sector, and Escuela de Allipén, from the rural sector. We worked with 135 students and their ages ranged from 9 to 13 years old. There were two groups of study, group 1 (rural), from which the following results were obtained when Scrach software was applied 92.5%, motivation 96.2%, creativity 96.2%, and problem solving 77.7%; as from group 1 (urban) the following results were obtained when Scrach software was applied: 79.1%, motivation 100%, creativity 83.3%, and problem solving 95.8%. In the group 2 (rural) the following results were obtained when Scrach software was applied: 72.7%, motivation 72.7%, creativity 63.6%, and problem solving 77.2%; while from group 2 (rural) the following results were obtained when Scrach software was applied: 72.7%, motivation 72.7%, creativity 63.6%, and problem solving 77.2%. Scratch is software used as a pedagogical resource. It allows students to develop some skills like logical thinking, so they can express ideas concerning generation of algorithms in order to solve problems in a consistent way. It also strengthens the personal relationship between teachers and students and builds knowledge and self-learning within a social environment. Through the activities carried out with the software, a type of learning called "learning by doing" was developed in theory and in practice. The main purpose of the implementation of this type of learning was to enhance the motivation and participation of students during class. In addition, by implementing Scratch, peer collaboration was generated, which is useful to carry out projects of greater and lesser complexity.