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The objective of this study is to characterize the development of the levels of geometric reasoning of Chilean students in their first year of high school, when they approach the concept of homothecy from a sequence of activities based on the Van Hiele model. A qualitative methodology with a non-experimental design was used to describe how the concept of homothety varies, and with it, the levels of geometric reasoning. A pre-test and a post-test were used to strengthen qualitative understandings. The results show that the proposed activities made it possible for the students to fully develop Level 0 and advance towards the first degrees of acquisition of Level 1. This achievement is enhanced thanks to the manipulative and virtual resources used, the collaborative work between the students and the sequencing of the activities worked on.
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