This article presents an investigation carried out with 21 students from a 6th grade class, aged between 11 and 12. This study emerged after three problems were identified in the educational context: the lack of curricular articulation at the 2nd grade level, which leads to compartmentalized of the students, namely Virtual Reality (VR) and 3D Printing (3DP) and the systematic updating of Maths AS.

Following a qualitative approach, a UD was created focusing on the Science, Technology, Engineering, Arts and Mathematics (STEAM) approach, to answer the following question: What is the influence of immersiveness and tangibility on the curricular articulation of Maths and Natural Sciences knowledge in 6th grade? In order to answer it, the following research objectives were outlined: To ascertain the influence of VR and 3DP on the development of mathematical themes; to ascertain the influence of VR and 3DP on the use of mathematical themes to develop students learning of Natural Sciences; to analyse the influence of the mobilization of VR and 3DP on curricular articulation in the 6th year of schooling.The action objective was also set: to create teaching resources based on immersive environments and 3D modelling for learning mathematics and natural sciences.

The data was collected through direct, naturalistic and participant observation; videographic recordings; documentary analysis of the students’ scripts; post-action interviews with the class teachers; focus groups with the students, with the appropriate data and information collection instruments.

After implementing the study, it was found that, on the one hand, approximately 90% of the students were able to answer the tasks in the mathematics script aimed at mobilizing VR and 100% of the students were able to answer the tasks aimed at mobilizing 3DP, demonstrating that mobilizing these emerging tools supports the development of problem-solving skills, computational thinking, mathematical connections and mathematical reasoning, as well as understanding the notion of the volume of the cube and the parallelepiped. On the other hand, 86% of the students were able to answer the tasks in the Natural Sciences script that involved mobilizing 3DP, while only approximately 19% were able to answer the tasks in the Natural Sciences script that involved mobilizing VR, due to the technological limitations that arose. However, with the video recordings and the semi-structured after-action interview with the class teacher, it was concluded that the mobilization of these tools enhances the understanding of concepts in the area of Natural Sciences, such as the concept of the cell and the process of photosynthesis.

Keywords: Pedagogical innovation, Curriculum articulation, STEAM, Math, Natural Sciences.