Anamorphosis to Improve Students’ Perception of Geometry. Intervention Methodology in Upper Secondary Education

Eometry has been a fundamental subject in various educational curricula throughout history. However, many students encounter difficulties in understanding its concepts, lack motivation to study it, and struggle to perceive its practical relevance. Conversely, optical illusions have captivated audiences and fostered engagement. Among these illusions are geometric-optical illusions, which rely on geometry for their creation, including anamorphosis. Thus, the objective of this study is to devise a methodology that promotes geometry learning in secondary education, enhances motivation, and improves the perception of geometry’s applicability through the generation of anamorphic images. To achieve this, a methodological intervention proposal was developed for implementation in the first year of Spanish bachillerato (ages 16–17), focusing on homology to generate anamorphic images. The intervention follows the five-phase learning model proposed by Van Hiele. The evaluation of the results of the intervention’s effectiveness is based on a comparison between pre-test and post-test results. The findings demonstrate that students who participated in the intervention exhibit an increased ability to recognise connections between geometry and real-world applications. This improvement is reflected in their perception of geometry’s practical relevance, enhanced spatial reasoning skills, and improved motivation and attitude towards the subject.