University of Santiago de Compostela (SPAIN)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 11628-11633
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.2432
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
Today, technology is an important part of our society. It is a way of being and understanding the world and, consequently, something essential to be addressed in education if we understand this in a broad sense (Budhwar, 2017; Ferraguti, 2020). This paper presents a didactic project that revolves around the French pilgrimage route to Santiago de Compostela, aimed at primary school students (10-11 years old). The focus is on mathematics through robotics and 3D printing. It follows a STEAM (Science, Technology, Engineering, Art and Mathematics) methodology based on the educational value of technological resources, collaborative work, interdisciplinary, and finally, problem-based learning (Garza et al., 2018; Stergiopoulou et al., 2017 and Suero Montero & Jormanainen, 2017).

The project consists of making a model representing the Camino de Santiago from Roncesvalles in six stages. The first objective of the project requires students to build 3D models of the different real architectural elements found in each of the stages of the road. The second objective focuses on the students programming a robot that manages to overcome the different challenges posed by the path, stopping at each stage. In each of the six stages of the path, students have to solve a series of challenges and problems related to various subjects of the curriculum (social sciences, natural sciences and language) and the architectural elements of the corresponding stage.
Through this project, students acquired knowledge and skills related to applications that integrate mathematics and ICT (Information and Communication Technologies), such as Geogebra, Audacity, GIMP, Google Earth and Kdenlive. The students programmed robots (mBots) with mBlock to describe geometric shapes, and created 3D models of pilgrims, churches, monasteries or castles with Tinkercad and UltimakerCura. Overall, the results showed an increase in motivation, creativity and a strengthening of interpersonal relationships through teamwork.

[1] Budhwar, K. (2017). The role of technology in education. International Journal of Engineering Applied Sciences and Technology, 2(8), 55-57.
[2] Ferraguti, F., Villani, V., Sabattini, L., & Bonfè, M. (2020). Human-Friendly Robotics 2019. Springer Publishing.
[3] Garza, A., Travis, C., & de la Garza, A. (2018). The STEAM Revolution. Springer Publishing.
[4] Stergiopoulou, M., Karatrantou, A., & Panagiotakopoulos, C. (2017). Educational Robotics and STEM Education in Primary Education: A Pilot Study Using the H&S Electronic Systems Platform. Educational Robotics in the Makers Era, 88–103.
[5] Suero Montero, C., & Jormanainen, I. (2017). Theater Meets Robot – Toward Inclusive STEAM Education. Educational Robotics in the Makers Era, 34–40.
Robotics, 3D printing, Mathematics, primary school, STEAM.