ERIC Number: EJ1197916
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Robotics and Math: Using Action Research to Study Growth Problems
Casler-Failing, Shelli L.
Canadian Journal of Action Research, v19 n2 p4-25 2018
An action research case study was conducted to investigate the effects of incorporating LEGO robotics into a seventh-grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. This research, which was part of a larger study, reports the findings when LEGO EV3 robots were incorporated to help students gain an understanding of proportional reasoning in the domain of growth problems. The qualitative data analysis provides insight into how students develop proportional reasoning skills as they use LEGO robotics to navigate among a series of technological stages during collaborative work inclusive of prescribed tasks, discourse and problem-solving. Overall, the inclusion of robotics was productive for learning; however, future studies should be completed to improve the reliability of the findings and continue to improve the curriculum.
Descriptors: Robotics, Mathematics Instruction, Action Research, Toys, Grade 7, Thinking Skills, Mathematical Concepts, Middle School Students, Technology Integration, Comparative Analysis, Problem Solving, Constructivism (Learning)
Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: email@example.com; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: New York