Cuando los intereses de los estudiantes conectan áreas de las matemáticas: Robótica como tema generador

This article presents the design and construction of a cleaning robot developed by third-year students in Venezuela’s general secondary education, within the context of a Mathematical Literacy cycle. Mathematical Literacy is conceived as a social and educational process that empowers citizens to understand their reality, while also transforming the educational act into one that is more human, democratic, and liberating—holistically addressing the challenges of mathematics teaching. The experience is guided by the principles of action research with a participatory and transformative approach, highlighting students’ understanding of spatial geometry in the robot’s design, propositional logic in the electrical circuits, and the laws of motion and electricity. This case exemplifies how Mathematical Literacy experiences, grounded in students’ interests, give rise to interconnected mathematical contexts. Moreover, a transformation in students’ subjectivities regarding teamwork and learning is observed.