Thinking geometrically, acting didactically: the BARRISO model as an educational strategy Pensar geométricamente, actuar didácticamente: el modelo BARRISO como estrategia educativa

Abstract

In the current context of mathematics education, one of the main challenges is to foster the development of geometric thinking in a meaningful and accessible way for all students. Despite methodological and technological advancements, many teaching approaches still struggle to achieve a deep understanding of geometric concepts. This article presents a didactic experience carried out with tenth-grade students from a public school in Barranquilla, Colombia. The proposal focused on promoting geometric thinking through the combined use of concrete materials and digital tools, guided by an educational strategy based on the BARRISO model. A qualitative approach was adopted, with an action-research design and a descriptive nature, using participant observation and content analysis to assess the learning process. The results show that integrating manipulative resources, educational technology, and real-life contexts supports active learning, collaborative work, and the connection between geometry and everyday life. Through a sequence of activities involving the manual construction of circular arcs, the application of formulas, result verification, and digital representation, a meaningful understanding of arc length was promoted. This experience highlights the potential of the BARRISO model as a pedagogical strategy to enhance mathematical competencies and strengthen key skills in students.