This article describes elements of the holistic model for the teaching-learning process of geometry for architects in Cuban higher education. It was based on Van Hiele' s model and the systemic approach. The first element of this model is content integration where the two branches of geometry (descriptive and spatial) are unified, the geometric content coming together harmoniously as a whole. The second element is the level of reasoning and the third, the stages. The study perfected the teaching-learning process for architecture students enabling them to achieve a better acquisition of geometric skills than that afforded by mathematics.
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