Robotics and math: Using action research to study growth problems
Document Type
Article
Publication Date
11-23-2018
Publication Title
The Canadian Journal of Action Research
DOI
https://doi.org/10.33524/cjar.v19i2.383
ISSN
1925-7147
Abstract
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.
Recommended Citation
Casler-Failing, Shelli L..
2018.
"Robotics and math: Using action research to study growth problems."
The Canadian Journal of Action Research, 19 (2): 4-25: Canadian Association of Action Research in Education (CAARE) - Association canadienne de la recherche-action en éducation (ACRAÉ).
doi: https://doi.org/10.33524/cjar.v19i2.383 source: https://journals.nipissingu.ca/index.php/cjar/article/view/383
https://digitalcommons.georgiasouthern.edu/teach-secondary-facpubs/137
Comments
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