Topological games in science education
interfaces between epistemology, playfulness, and critical formation in the context of contemporary education
DOI:
https://doi.org/10.23925/1983-3156.2026.v28.e72245Keywords:
Topological games, Interdisciplinarity, Spatial visualization, Critical thinking, Science educationAbstract
In this theoretical work, we discuss the integration of topological games into Science and Mathematics education as a pedagogical, epistemological, and interdisciplinary strategy. Topology, as a branch of Mathematics that studies properties that remain invariant under continuous deformations, allows for the expansion of pedagogical practices that stimulate spatial visualization, abstract reasoning, and critical thinking. Through simple objects such as Möbius bands, knots, and toroidal surfaces, students are challenged to revisit their geometric conceptions. In this context, topological games foster connections between different areas of knowledge — from Physics to Art — and encourage inclusive, playful, and collaborative teaching practices. In addition to promoting student agency, teamwork, and philosophical reflection on scientific knowledge, these games serve as starting points for discussions on the limits of visualization, the nature of space, and mathematical representation. Based on these theoretical reflections, we understand that their implementation in the classroom requires continuous teacher training, accessible materials, and a learning environment that values experimentation and dialogue in favor of a critical, meaningful education aligned with the challenges of contemporary education.
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