A digital artefact based on visual programming for the learning of axial symmetry in primary school

In this work we used visual programming in order to mediate the learning of axial symmetry in primary school. More in detail, we designed and implemented an a-didactical activity in the Scratch programming environment in which students have to symmetrize figures with respect to oblique axes. We tested the learning activity with fifth-grade students with the aim of understanding to what extent algorithmics and visual programming influenced the rise of new solving strategies by students. Preliminary results from a qualitative analysis seem to show that students were able to improve their strategies in the programming dimension and to evoke some aspects of axial symmetry.