Аннотация:The current research emerges from reflections on the impact that the use of digital technologies has in teaching Descriptive Geometry and what would be, in this field, the right balance between digital and traditional tools.The conviction that it is necessary to consolidate, even within this discipline, the mind-hand relationship and the propensity for sequential reasoning has, over the years, led to integrating the use of physical and navigable digital models in the teaching environment.In order to overcome the objective and perceptive limits of these models, the research team has also recently introduced, in teaching this discipline, the use of Augmented Reality, thus providing students with specific applications to aid in learning problems regarding spatial relations.The applications of Augmented Reality herein described were adopted in the teaching methodology as an added element within the didactic project, and setting the goal of activating a greater involvement of students in comprehending the problems posed, while continuing to work so that they acquire the ability for abstraction, that is, the ability to solve specific procedures directly on the drawing sheet.
