This study is about how geometrical reasoning can be supported through experiences with artifacts. Specifically, taking a semiotic perspective, we focus on the potential of primary school activities exploiting a drawing robot, the GGBot, a descendant of Papert’s robotic turtle, in relation to the concept of angle. We analyze the interview of a 5th grader who participated in such activities to highlight his way of seeing the contour of a figure, that, we claim, showcases the extent to which GGBot’s functionalities can become a “tool-to-think-with” (or, actually, without).
THE NOTION OF ANGLE AND THE GGBOT AS A TOOL-TO-THINK-WITH... OR WITHOUT
Funghi Silvia;
2024-01-01
Abstract
This study is about how geometrical reasoning can be supported through experiences with artifacts. Specifically, taking a semiotic perspective, we focus on the potential of primary school activities exploiting a drawing robot, the GGBot, a descendant of Papert’s robotic turtle, in relation to the concept of angle. We analyze the interview of a 5th grader who participated in such activities to highlight his way of seeing the contour of a figure, that, we claim, showcases the extent to which GGBot’s functionalities can become a “tool-to-think-with” (or, actually, without).
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