Learning geometry in primary school: GGBot as an instrument of semiotic mediation

We present a good practice developed within the Digimath Group of the Italian Mathematical Union (UMI) (https://umi.dm.unibo.it/gruppi-umi-2/gruppo-digimath/), directed by Giovannina Albano. 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 devised by Anna Baccaglini-Frank 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 (https://www.percontare.it/), directed by Anna Baccaglini-Frank, 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.