CODING, MODELING AND 3D-PRINTING TO ACHIEVE INSCRIBABILITY: AN EMBODIED MATHEMATICAL EXPERIENCE WITHIN A NEW CONCEPTUAL FIELD

This study examines the mathematical activity of students when programming digital models for 3D printing, framed by Εmbodied Μathematical Τhinking and Embodied Instrumentation. The challenge of fitting geometrical entities within others creates a new Conceptual Field, “Inscribability”, within which our qualitative empirical research explores how students develop embodied mental schemas, patterns and strategies when creating physical models through parametric coding and dynamic manipulation. Findings highlight how digital and physical tools mediate transitions between abstract mathematical reasoning and embodied expression, creating recursive learning cycles where each modality reinforces the other. This approach reorganizes curricular boundaries through problem-centred learning via multimodal engagement (visual, kinaesthetic, haptic) contributing to the Embodied learning in Mathematics with minimalistic digital tools.