Despite the complexity of parametric modeling, used potentially to generate non-standard geometries, this paper presents a simple approach to adopt this tool as a support for teaching technical drawing contents. This experimental study was applied in a technical and high school education context, focusing on three subjects: 1) irregular polyhedra, 2) points in descriptive geometry, and 3) line in descriptive geometry. Exercises were implemented before and after the parametric experience with students, and the answers to both scenarios were compared. The results addressed to the efficiency of parametric modeling as a supporting tool in the teaching/learning process.

Descriptive Geometry demands abstraction and spatial visualization. In this case, parameterization can be useful as a supporting tool. However, in an online learning scenario, where the students have no access to software, it is necessary to re-think and adapt the use of parametric simulation. The active character from the parametric modeling manipulation can be compensated by adopting active teaching-learning methodologies. This didactic experimental study was applied to two classes in a technical and high school education context, focusing on two subjects: points and lines in descriptive geometry. The study intends to analyze the application of parametrization and active methodologies, mostly gamification, in the online learning of Descriptive Geometry. The results indicate that it is still possible and efficient to apply parametric modeling in online learning articulating with active methodologies, and it hence improves the teaching-learning process.