We present a good practice developed within the Digimath Group of the Italian Mathematical Union (UMI). We cast our study in the strand of the Digimath project devoted to mathematics teacher professional development. The good practice pivots around the GGBot, a drawing robot for the teaching and learning of geometry at primary school. The implementation of the GGBot as a good practice stems from the theoretical and experimental research developed within the PerContare project, to which we refer the reader for further information. The adoption of the GGBot for an effective teaching-learning of geometry rests on three intertwining ingredients: the theoretical framework; the digital technology, i.e., the GGBot; the role of the teacher.
Learning geometry in primary school: GGBot as an instrument of semiotic mediation
Elisa Miragliotta;George Santi
2023-01-01
Abstract
We present a good practice developed within the Digimath Group of the Italian Mathematical Union (UMI). We cast our study in the strand of the Digimath project devoted to mathematics teacher professional development. The good practice pivots around the GGBot, a drawing robot for the teaching and learning of geometry at primary school. The implementation of the GGBot as a good practice stems from the theoretical and experimental research developed within the PerContare project, to which we refer the reader for further information. The adoption of the GGBot for an effective teaching-learning of geometry rests on three intertwining ingredients: the theoretical framework; the digital technology, i.e., the GGBot; the role of the teacher.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
