2018 Conference Archive (Archived)
Session Format
Conference Session (20 minutes)
Target Audience
Secondary Education
Copyright
This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.
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) (Archived). 42.
https://digitalcommons.georgiasouthern.edu/stem/2018/2018/42
Archived Content
This record and associated content is retained solely for reference, research, or recordkeeping as part of an archived collection. This content is not actively developed, disseminated, or promoted as part of any ongoing University program, service, or activity. Learn more about archived collections (opens in new tab).
To request an accessible version of any item in this archived collection, complete this form (opens in new tab) or email [email protected].
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.
