Generalization and conceptualization in a STEAM teaching learning sequence for primary school about axial symmetry

In interdisciplinary teaching, students’ attitude to generalize mathematical knowledge to new contexts of application is encouraged naturally. Moreover, it fosters the development of creativity and critical thinking. In our research, we focused on integration of Mathematics and Arts in primary school. We designed and tested a Teaching Learning Sequence about axial symmetry, to develop mathematical skills through the execution of artistic techniques and reflections on products and actions carried out. In this paper, we present tasks and results about students’ mathematical activity obtained analyzing classroom implementations with children in 4th and 5th grade in Italy. The generalization processes make interesting information about their conceptualization and schemes application and validation emerge.