Geometry, Art, and Service-Learning as Tools for Gender Equity

Abstract

The teaching innovation project Mosaics for Equity: Geometry and Art through Service-Learning seeks to highlight the contributions of figures in the STEAM field, with particular attention to historically silenced women. Through an interdisciplinary approach that integrates Art and Geometry, university students design educational activities based on the creation of artistic works—such as graffiti or mosaics—with geometric components, which are later carried out by Primary Education students. The initiative is structured around the Service-Learning methodology, allowing future educators to connect university-level theoretical content with real, critical, and socially engaged educational practice. Additionally, graffiti professionals collaborate in the project, contributing an artistic and gender-focused perspective. The evaluation of the experience, using a mixed approach, shows highly positive feedback from both participating groups. University students highlight the educational and professional impact of the project, as well as its potential to develop teaching, communication, and organizational skills. Meanwhile, Primary students appreciate the playful, creative, and meaningful nature of the activities, which strengthens their interest in mathematics and introduces them to female role models in traditionally male-dominated fields. In short, Mosaics for Equity is establishing itself as an innovative educational experience with transformative potential—both in initial teacher training and in the promotion of a more inclusive and interdisciplinary education.