Geometry for life: a guiding-preventive approach in school mathematics education

Abstract

The teaching of geometry has traditionally been approached from abstract and decontextualized perspectives, which has contributed to learning difficulties, math anxiety, and low student engagement. This study aims to analyze the potential of geometry as a preventive guidance tool in the educational context, integrating contributions from pedagogy, educational psychology, and mathematics didactics. A qualitative research approach with a descriptive-analytical scope was developed, based on a systematic review of indexed scientific literature and a theoretical-conceptual analysis of educational experiences. The results show that contextualized, progressive, and formative geometry instruction fosters the development of spatial reasoning, cognitive self-regulation, and students' emotional well-being, acting as a protective factor against academic failure. It is concluded that geometry, integrated into a preventive guidance approach, transcends its instrumental function and becomes a strategic pedagogical resource for holistic education. Keywords-- educational geometry, preventive guidance, mathematics education, school well-being, spatial reasoning.