This conference presentation displays an education project that involves knowledge of Visual Programming Language, digital representation and fast prototyping techniques for the understanding and representation of complex architectural geometries. The project is framed within the course of “Morphology”, as part of the first year of the Bachelor Degree in Architecture at the University of Monterrey and it took place during the Fall Semester of 2022. While in architecture school’s curriculum, particularly in those American school based on the Beaux Art education model, there still exist a net distinction between preparatory disciplines and problem oriented integrated discipline (Maor and Verner, 2007), or in other words between theoretical or technical disciplinary courses and design studios (Pugnale and Parigi, 2015), this pedagogical experiments aims to mix different learning techniques, by using digital parametric tools (on VPL basis) as a way of establishing more fluid relationships between mathematical/geometrical aspects of architecture and fabrication/construction techniques. The ex-post analysis of the proposed pedagogical activity underlines how the use of a specific language, calibrated according to the participants and supported by direct application experiences, led to a good response from the students. The association of traditional representation exercises with the coding of algorithms, drafted in a visual environment, has made some of those concepts that are not always easy to convey to students, more “interactive” and “visible”. Conversely, a good geometrical and mathematical knowledge has helped the learning process of these visual languages. The transposition of these concepts into physical models has further strengthened the skills that it was intended to transmit to the students who, being able to “play” with the models, have acquired a greater awareness of the material and spatial properties of these architectures and geometries. Further pedagogical experiments, as well as their ex-post assessments, are required in the future in order to make the teaching of geometry and mathematics in architecture schools more effective at understanding digital tools applied to complex design activities, and thus more in line with the needs of a changing professional reality.