The purpose of the research was to generate a linking model of geometry teaching in Primary Education from a developmental didactic approach, which contributes to the efficient development of Geometric Thinking, with the interest of offering a didactic way for the pedagogical treatment of geometry contents at this level. The critical rationalist approach is assumed, with support in the deductive method to derive the Model, which seeks to explain which variables define the relationship between the development of geometric thinking in Primary Education, from Van Hiele, and the developmental teaching-learning process.

The methodological sequence was structured in deductive phases: from the facts to the problem, from the problem to the hypothesis, from the hypothesis to the theories, from the theories to the model. The research generated the thesis that postulates the efficient formation of Geometric Thinking through the linking of the Van Hiele Model with the didactic posture of learning development, being validated through criteria of the rationalist approach, represented in aspects of consistency, universality, completeness, systematisation and relevance.

. .