Integrating Lego Robotics Into a Mathematics Curriculum to Promote Understanding of the Distance, Rate, and Time Relationship
Location
Walsh A
Proposal Track
Research Project
Session Format
Presentation
Abstract
A mixed methods, 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 study applied students’ prior knowledge of the distance, rate, and time formula as they used LEGO EV3 robots to calculate the rate of a robot. The information gained was applied to different iterations, and structures, of the formula to support the development of proportional reasoning skills. The purposefully designed lessons were integral to the development of the students understanding of the proportionality existing among the variables of distance, rate, and time. The quantitative analysis reflected the acquisition of understanding of the distance, rate, and time relationship with the greatest increase being from low-performing students. The qualitative analysis supports the inclusion of robotics as an avenue to promote student engagement and discussion as the students develop their understanding. Overall, the inclusion of robotics was productive for learning; however, future studies should be completed, on larger student populations, as a means to validate the quantitative findings and continue to improve the curriculum.
Keywords
LEGO robotics, robotics, proportional reasoning, mathematics
Recommended Citation
Casler-Failing, Shelli L., "Integrating Lego Robotics Into a Mathematics Curriculum to Promote Understanding of the Distance, Rate, and Time Relationship" (2017). Georgia Educational Research Association Conference. 26.
https://digitalcommons.georgiasouthern.edu/gera/2017/2017/26
Integrating Lego Robotics Into a Mathematics Curriculum to Promote Understanding of the Distance, Rate, and Time Relationship
Walsh A
A mixed methods, 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 study applied students’ prior knowledge of the distance, rate, and time formula as they used LEGO EV3 robots to calculate the rate of a robot. The information gained was applied to different iterations, and structures, of the formula to support the development of proportional reasoning skills. The purposefully designed lessons were integral to the development of the students understanding of the proportionality existing among the variables of distance, rate, and time. The quantitative analysis reflected the acquisition of understanding of the distance, rate, and time relationship with the greatest increase being from low-performing students. The qualitative analysis supports the inclusion of robotics as an avenue to promote student engagement and discussion as the students develop their understanding. Overall, the inclusion of robotics was productive for learning; however, future studies should be completed, on larger student populations, as a means to validate the quantitative findings and continue to improve the curriculum.
