Gómez Chacón, Inés María2023-06-202023-06-202012978-84-695-4421-1https://hdl.handle.net/20.500.14352/45367Mathematization is heavily sustained by intuition and visual reasoning. In this work we consider mathematical visualization not only as the process of recognizing Mathematics through images, but also as a key factor to enhance understanding and inspiring mathematical discoveries. Within the frame of mathematical education at university level, we use empirical data to reflect on the characteristics of geometric visualization and on some of the obstacles and opportunities arising in the teaching of visualization in this particular context.spabook parthttp://cisne.sim.ucm.es/record=b3232194~S6*spiopen access514515.1VisualizationGeometryTeaching at university levelMathematic educationVisual thinkingGeometrical thinkingLearning and teaching geometryIntuitionGeometríaTopología1204 Geometría1210 Topología