BEYOND THE BLACKBOARD: SCHOOL GARDENING AS A PATH TO MEANINGFUL MATHEMATICS LEARNING IN PRIMARY AND SECONDARY EDUCATION
DOI:
https://doi.org/10.56219/dialctica.v4i26.4932Keywords:
Experiential pedagogy, mathematics education, meaningful learning, rural education, school gardenAbstract
This article examines the implementation of school gardens as an innovative pedagogical strategy for meaningful mathematics learning in primary and secondary education. Through systematic documentary review and analysis of educational experiences implemented in rural institutions across Latin America, evidence shows that integrating agricultural spaces into the mathematics curriculum enables the development of numerical, geometric, and statistical competencies in a contextualized and practical manner. The methodology employed includes comparative analysis of case studies, specialized bibliographic review, and systematization of successful pedagogical experiences from 2020-2025. Findings reveal that students participating in school garden projects show significant improvements in mathematical problem-solving, understanding of applied geometric concepts, and development of logical-mathematical thinking. Additionally, greater motivation toward mathematics learning, improved academic results, and strengthening of transversal competencies such as collaborative work and critical thinking are observed. Conclusions indicate that school gardens constitute a living laboratory that facilitates the construction of meaningful mathematical knowledge, promoting experiential learning and the connection between theory and practice, particularly relevant in rural educational contexts where agriculture is part of students' sociocultural environment.
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