Robots as Mathematical Objects-and Actions-to-Think-With

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dc.contributor.authorFrancis, Krista
dc.contributor.authorDavis, Brent
dc.date.accessioned2020-01-07T20:32:53Z
dc.date.available2020-01-07T20:32:53Z
dc.date.issued2018
dc.description.abstractWe investigated how robots might be used to design experiences that support the development of key mathematical proficiencies. Specifically, we sought to understand how the situated, movement-focused, and problem-driven spaces opened up by programming robots might enhance specific core mathematical competencies and how, in turn, those competencies might enable and amplify general mathematical understanding. To gain insight we video recorded children in Grades 4-6 as they engaged in programming robots. We selected three video clips that illustrate aspects of children using robots as objects and actions-to-think-with about the number line and a mutable grid.Our data illustrates how well-structured encounters with programming robots can support developing multiple understandings of the number.
dc.identifier.citationFrancis, K., & Davis, B. (2018). Robots as Mathematical Objects-and Actions-to-Think-With. In H.B Weigand et al. (Eds.), Proceedings of the 5thERME Topic Conference MEDA 2018 (pp. 91-98). Denmark, Copenhagen: University of Copenhagen.
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/37416
dc.identifier.urihttp://hdl.handle.net/1880/111443
dc.language.isoenen
dc.publisherUniversity of Copenhagen
dc.publisher.facultyWerklund School of Educationen
dc.publisher.hasversionPublisher's version
dc.publisher.institutionUniversity of Calgaryen
dc.rights© 2018 The Authors
dc.subjectElementary
dc.subjectprogramming robots
dc.subjectnumber line
dc.subjectgrids
dc.subjectmathematical understanding
dc.titleRobots as Mathematical Objects-and Actions-to-Think-With
dc.typeconference paper
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