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Learning Mathematics Through Activities with Robots

  • Sanna Erika ForsströmEmail author
  • Geir Afdal
Article
  • 24 Downloads

Abstract

There are several countries that integrate programming into their mathematics curricula, thereby making robotics an interesting aspect of mathematics education. However, the benefits of using robotics for mathematics education are still unclear. This article addresses the use of mathematical tools with robot-based, problem-solving tasks by discussing how mathematical tools are used in robot-based tasks. This ethnographic intervention study took place in one secondary school in Norway as a part of an elective class in which videotaped data were gathered by observing the activity of groups of two or three students using Lego Mindstorm robots during an eight-week period. Through the use of activity system analysis in Cultural–Historical Activity Theory, we found that students used different kinds of mathematical tools. Furthermore, we found that mathematics can change its role from instrumental tool to object, that is, to an integrated aspect of the purpose of the activity.

Keywords

Robots Mathematics education Cultural–historical activity theory Activity system analysis Mathematical tools Object of activity 

Notes

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Østfold University CollegeHaldenNorway
  2. 2.MF Norwegian School of Theology, Religion and SocietyOsloNorway

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