The thesis examines educational experiments aimed to develop visual abstraction skills and to facilitate pedagogical approaches. It examines exercises that use constructive pedagogical methodologies, develop abstract thinking and incorporate knowledge by creation in order to support its own pedagogical development. It classifies the creative practices into categories that correspond to the different mental working stages of abstract thinking, while also exploring how abstraction is achieved. By presenting and taking into account different theories on the nature of intelligence, it seeks to identify teaching techniques that take different levels of ability as a starting point to develop abstract ability as effectively as possible.