PUBLIC
This methodology was experimented in the Botanical Garden of the University of Padua, Italy, with learners showing learning difficulties from the High Schools of Padua and Trieste, Italy, and the participation of the European teachers carrying out their peer-to-peer training mobility, from 14 to 18 May 2019.

KEY COMPETENCES
 Communication in the mother tongue
 Scientific and mathematical competences
 Learning to learn
 Social competences and citizenship

OBJECTIVES
 To use the playful character of the activity to facilitate the learning of competences
 To motivate moments of communication and exchange in the group
 To arouse interest and curiosity for observation and Geometry
 To understand, memorize, render the experimental mechanism, rally all the available knowledges of Maths and Geometry
 To facilitate the ability of self-evaluation

GARDEN EXPLORED
The Botanical Garden of the University of Padua

MATERIALS
 Pen, ruler, metrical ribbon, calculator, A4 paper
 Map of the Botanical garden
 7 wok reports for each group of 3 or 4 students
 Goniometer

DEVELOPMENT The students are divided in teams of 3 or 4 participants flanked by a teacher/coordinator and a ’judge’ for each group, who must validate the successful implementation of the experimentations describe in detail in the following cards :
 cards 1, 2, 3, and 4 : they refer to the exploration of the concept of Cartesian coordinates
 card 5 refers to the exploration of the concept of polar coordinates
 card 6 contains hints of Trigonometry
 card 7 is a feedback sheet for each group to report the results of the experimentation.

EVALUATION
It takes into account the ability to :
Master the oral and written communication in the mother tongue
 reinforce the ability to read and comprehend a normative text
 be able to present one’s own work and support one’s choices

Develop mathematical competences
 encourage the learning of analytic Geometry by using a Cartesian plane
 encourage the learning of Geometry applied to a real context

Develop social and civic competences
 encourage the collaboration within the group of work respecting the subdivision of tasks
 ongoing assessment of the operational dynamics of each student and of the group

Learn to learn
 favour the ability to debate on the outcomes and self-evaluation
 develop competences of observation
 assess the degree of awareness of the students at the end of the activity

AUTHORS Silvia Losso Acquamarina Associazione, Trieste, Italy

TRANSLATER
Mary Gino
Acquamarina Association, Trieste, Italie