Mapping abstract reasoning: a Freinet-inspired approach to creative logic communication in secondary schools

The teaching of the mathematical foundations of computer science - in particular, mathematical logic - is frequently hampered by a high degree of abstraction, leading to disengagement and significant barriers to student comprehension. Traditional pedagogical approaches, often centred on passive instruction and formal definition, struggle to convey the dynamic applicability of these concepts. This paper explores a novel application of Célestin and Élise Freinet's pedagogy -- originally developed for primary education -- to the context of secondary school, for classes in mathematics, and, possibly, philosophy. We argue that Freinetian principles, such as experimental trial-and-error (tâtonnement expérimental), cooperative learning, and the production of artefacts, offer a robust remedy to the ``theory-practice gap'' in formal sciences, and also cultivate creativity along with essential transversal skills. We present a concrete communication proposal anchored in an integrated didactic unit, we named ``The Logic Treasure Map'': the creation of a simple interactive experience serving as a narrative thread, grounding abstract concepts in tangible design. As a conceptual contribution, it offers a theoretically grounded framework for practitioners, paving the way for future empirical evaluation.