This paper focuses on the analysis of one way of looking at and representing plans of military forts. Theoretical assumptions come from the reflections on the construction and representation of militarized space in mathematical activity, to understand how the operation of perception has become geometrical and how they have created and used mathematical knowledge to represent using technical perspective theory. Analysis is conducted of military plans or architectural designs of American forts in the seventeenth and eighteenth centuries, in accordance with the teachings and rules found in the treaties of military engineering. We conclude that mathematical knowledge applied to an historical practice can be an exercise, in teacher education, to understand practices of looking in mathematics education as well as to develop activities of visualization in the teaching and learning of mathematics.
Mathematical Visualization; History of Mathematics; Geometrization of the Gaze; Visual Culture
