Session Format
Conference Session (20 minutes)
Target Audience
Secondary Education
Abstract for the conference program
This mixed methods, action research case study sought 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. Quantitative data was collected via a pre- and post-test from the mathematics class of six students. Qualitative data was collected from each of the students as they worked in groups of two to complete purposefully designed investigations and activities, from whole class discussions, and student artifacts. The quantitative analysis showed development of proportional reasoning skills 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 proportional reasoning skills. 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 via action research.
Proposal Track
R2: Completed Projects
Start Date
3-23-2018 11:30 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Casler-Failing, Shelli L., "The Effects of Integrating Lego Robotics Into a Mathematics Curriculum to Promote the Development of Proportional Reasoning" (2018). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 42.
https://digitalcommons.georgiasouthern.edu/stem/2018/2018/42
Included in
The Effects of Integrating Lego Robotics Into a Mathematics Curriculum to Promote the Development of Proportional Reasoning
This mixed methods, action research case study sought 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. Quantitative data was collected via a pre- and post-test from the mathematics class of six students. Qualitative data was collected from each of the students as they worked in groups of two to complete purposefully designed investigations and activities, from whole class discussions, and student artifacts. The quantitative analysis showed development of proportional reasoning skills 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 proportional reasoning skills. 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 via action research.
