Walking to learn: reflections on the teaching of geometry from a social perspective.
DOI:
https://doi.org/10.65598/rps.6240Keywords:
School geometry Situated learning Urban environment Visual culture Critical pedagogy Teacher mediation City as classroom Visual literacy Contextualized teaching Mathematics educationAbstract
This article offers a theoretical reflection on the teaching of geometry from a situated and socially committed perspective, moving away from traditional approaches focused on content transmission. It outlines a didactic proposal that connects mathematical knowledge with the urban environment, visual culture, and students’ everyday experiences, recognizing the city as a pedagogical space and the teacher as a cultural mediator. The study integrates theoretical foundations from cognitive psychology, the semiotics of mathematical knowledge, and critical pedagogy to envision scenarios in which geometric learning is constructed through aesthetic sensitivity, cultural diversity, and critical reading of space. Organizational elements of the proposal are presented, along with expected outcomes that highlight the formative potential of a contextualized and inclusive geometry. This reflection positions itself as a starting point for future educational experiences that acknowledge the city as a living classroom and geometry as a cultural tool for critically inhabiting the world.
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