Rethinking mathematics education: learning environments as generative systems

Learning environments, understood as cognitive and relational educational spaces, are capable of orienting and co-determining the processes of knowledge construction. Within this perspective, starting from the design of a STEAM-based board game, an environmental configuration is analyzed in which material artifacts, interactive practices, and symbolic codes contribute to the co-construction of learning processes. The environment is interpreted as an epistemic infrastructure that integrates physical, social, and semiotic dimensions, thus acting as an active agent in the mediation and transformation of knowledge. The interaction between mathematics and artistic languages enables a multisensory translation of abstract concepts, activating participatory, collaborative, and situated dynamics. In this framework, the game is configured as a networked and distributed space, capable of reconfiguring teaching practices within an ecological perspective on learning, aimed at the development of transversal com-petences and the enhancement of cognitive diversity