Abstract
In the last decade, the use of robots in educational contexts has been gaining an increasing interest and expression from teachers and researchers, and various attempts have been made to introduce robotics in education. With the aim of understanding how the use of robots, as mediating artefacts of learning, contributed to the production of meaning and learning of mathematics and informatics, we created a research project DROIDE II – Robots in Mathematics and Informatics Education. In this chapter, we will describe and analyse two of the six learning scenarios, created and implemented by the DROIDE II project, for hands-on mathematics with robots – ‘Making a Movie’ and ‘Robot Race’. The first one was implemented with two primary school classes working together to write a story and to make a movie in which robots were the characters. Along this process, they learned several mathematical concepts, methods and problem-solving strategies. The second was about learning statistics at middle school through a robot race. Both learning scenarios adopted project work as a methodology. The practice that emerged from the learning scenarios’ implementation led to problem-solving where students negotiated several mathematical meanings and robots structured the way students acted, thought and learned. We will also highlight some features of the design of the learning scenarios that potentiated the learning of mathematics in a technological environment.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
More information about each learning scenario can be found at http://www.cee.uma.pt/droide2/cenarios/index.htm and at http://www.cee.uma.pt/droide2/ebook
References
Abrantes, P., & Matos, J. F. (2012). Using activity theory to understand how using robots can foster learning of basic concepts of programming. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), 2012 Proceedings of the 6th International Technology, Education and Development Conference (pp. 299–305). Spain: Valencia.
Alrø, H., & Skovsmose, O. (2004). Dialogue and learning in mathematics education: Intention, reflection, critique. Dordrecht: Kluwer Academic Publishers.
Boaler, J., & Greeno, J. G. (2000). Identity, agency, and knowing in mathematical worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171–200). Westport, CT: Ablex.
Carroll, J. M. (1999). Five reasons for scenario-based design. In Proceedings of the 32nd Hawaii International Conference on System Sciences, Hawaii. Retrieved 10 Jan 2015, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.106.5310&rep=rep1&type=pdf
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
Engeström, Y. (1999a). Activity theory and individual and social transformation. In Y. Engeström, R. Miettien, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge: Cambridge University Press.
Engeström, Y. (1999b). Innovative learning in work teams: Analysing cycles of knowledges creation in practice. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 377–404). Cambridge: Cambridge University Press.
Engeström, Y. (2001). Expansive learning at work: Toward an activity-theoretical conceptualization. Journal of Education and Work, 14(1), 133–156.
Fernandes, E. (2004). Aprender Matemática para Viver e Trabalhar no Nosso Mundo. [Learning mathematics to live and work in our world]. PhD thesis. Universidade de Lisboa. http://cee.uma.pt/people/faculty/elsa.fernandes/artigos/Tese%20EMdSF.pdf
Fernandes, E. (2012). ‘Robots can’t be at two places at the same time’: Material agency in mathematics class. In T. Y. Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 227–234). Taipei: PME.
Fernandes, E. (Ed.). (2013a). Aprender matemática e informática com robots. Funchal: Universidade da Madeira. Retrieved 10 Jan 2015, from www.cee.uma.pt/droide2/ebook/index.html
Fernandes, E. (2013b). The emergence of agency in a mathematics class with robots. In B. Ubuz, Ç. Haser, & M. A. Mariotti (Eds.), Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME 8) (pp. 1725–1734). Ankara, Turkey: Middle East Technical University and ERME.
Fernandes, E. (2013c). Trigonometria - uma viagem ao centro da terra. In E. Fernandes (Ed.), Aprender matemática e informática com robots (pp. 96–102). Funchal: Universidade da Madeira.
Fernandes, E. (2013d). O que aprendemos sobre aprender com robots. In E. Fernandes (Ed.), Aprender matemática e informática com robots (pp. 248–259). Funchal: Universidade da Madeira.
Fernandes, E., & Santos, M. (2013). A visão da aprendizagem adotada no projeto DROIDE II. In E. Fernandes (Ed.), Aprender matemática e informática com robots (pp. 1–24). Funchal: Universidade da Madeira.
Frankestein, M. (1998). Reading the world with math: Goals for a critical mathematical literacy curriculum. In E. Lee, D. Menkart, & M. Okazawa-Rey (Eds.), Beyond heroes and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development (pp. 306–313). Washington, DC: Network of Educators on the Americas.
Gee, J. P. (2008). Learning and games. In K. Salen (Ed.), The ecology of games: Connecting youth, games, and learning (pp. 21–40). Cambridge, MA: The MIT Press.
Jones, K. (2000, March). The mediation of mathematical learning though the use of pedagogical tools: A sociocultural analysis. Invited paper presented at the conference on Social Constructivism, Socioculturalism, and Social Practice Theory: Relevance and Rationalisations in Mathematics Education, Norway.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lopes, P. C. (2012). Racing with robots. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), INTED2012 Proceedings of 6th International Technology, Education and Development Conference (pp. 6217–6221). Valencia: IATED.
Lopes, P. C. (2013). Uma corrida com robots. In E. Fernandes (Ed.), Aprender matemática e informática com robots (pp. 86–95). Funchal: Universidade da Madeira.
Lopes, P. C. (2016). Aprender matemática com recurso a tecnologias: Robots na sala de aula (PhD thesis). Universidade da Madeira.
Lopes, P. C., & Fernandes, E. (2012). Participation in a school mathematics practice with robots: Racing with robots. In T. Y. Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 250). Taipei: PME.
Lopes, P. C., & Fernandes, E. (2015). Robots to learn statistics and citizenship. In M. F. Costae & B. V. Dorrío (Eds.), Hands-on science network (pp. 70–78). Braga: Universidade do Minho.
Martins, S. (2013a). ‘Regime of competence’ in a school practice with robots. In B. Ubuz, Ç. Haser, & M. A. Mariotti (Eds.), Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME 8) (pp. 1774–1783). Ankara/Turkey: Middle East Technical University and ERME.
Martins, S. (2013b). Da escrita de uma história à produção de um filme. In E. Fernandes (Ed.), Aprender matemática e informática com robots (pp. 114–142). Funchal: Universidade da Madeira.
Martins, S. (2016). Aprendizagem de tópicos e conceitos matemáticos no 1.° Ciclo do Ensino Básico: Uma história com robots (PhD thesis). Universidade da Madeira.
Martins, S., & Fernandes, E. (2012). We perceive two minutes to be a fast achievement while for robots this presents a lifetime: Analyzing mathematics learning from a situated perspective. In T. Y. Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 302). Taipei: PME.
Martins, S., & Fernandes, E. (2015). Hands-on mathematics with lego robots. In M. F. Costae & B. V. Dorrío (Eds.), Hands-on science network (pp. 161–165). Braga: Universidade do Minho.
Matos, J. F. (2010). Towards a learning framework in mathematics: Taking participation and transformation as key concepts. In M. Pinto & T. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 41–59). Belo Horizonte, Brazil: PME.
Matos, J. F. (2013). Cenários de Aprendizagem como recursos estruturantes da ação em educação. In E. Fernandes (Ed.), Aprender matemática e informática com robots (pp. 47–54). Funchal: Universidade da Madeira.
Rogoff, B., Turkanis, C., & Bartlett, L. (2001). Learning together – Children and adults in a school community. Oxford: Oxford University Press.
Santos, E. A. (2012). Robots as learning mediators in a virtual community of practice. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), INTED2012 Proceedings of 6th International Technology, Education and Development Conference (pp. 6222–6225). Valencia: IATED.
Santos, M. P. (2004). Encontros e Esperas com os ardinas de Cabo Verde: Aprendizagem e participação numa prática social (PhD thesis). Universidade de Lisboa. Retrieved 20 July 2013 from: https://sites.google.com/site/madalenapintosantos/doutoramento
Santos, M., & Matos, J. (2008). The role of artefacts in mathematical thinking: A situated learning perspective. In A. Watson & P. Winbourne (Eds.), New directions for situated cognition in mathematics education, Mathematics education library (Vol. 45, pp. 179–204). Boston: Springer.
Savenye, W. C., & Robinson, R. S. (2004). Qualitative research issues and methods: An introduction for educational technologists. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 1045–1071). Mahwah, NJ: Lawrence Erlbaum.
Skovsmose, O. (1994). Towards a philosophy of critical mathematical education. Dordrecht: Kluwer Academic Publishers.
Skovsmose, O. (2011). An invitation to critical mathematics education. Rotterdam: Sense Publishers.
Skovsmose, O. (2012). Students’ foregrounds: Hope, despair, uncertainty. Pythagoras, 33(2), 1–8. https://doi.org/10.4102/pythagoras.v33i2.162
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wenger, E. (1998). Communities of practice – Learning, meaning and identity. Cambridge: Cambridge University Press.
Wertsch, J. (1991). Voices of the mind: A socio-cultural approach to mediated action. Hertfordshire: Harvester Wheatsheaf.
Wollenberg, E., Edmunds, D., & Buck, L. (2000). Anticipating change: Scenarios as a tool for adaptive forest management. A guide. Bogor: SMT Grafika Desa Putera.
Acknowledgement
The work reported in this chapter was developed under the support of the project Technology Enhanced Learning @ Future Teacher Education Lab supported by FCT under the contract number PTDC/MHC-CED/0588/2014.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Fernandes, E., Lopes, P., Martins, S. (2018). Learning Scenarios with Robots Leading to Problem-Solving and Mathematics Learning. In: Amado, N., Carreira, S., Jones, K. (eds) Broadening the Scope of Research on Mathematical Problem Solving. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-99861-9_6
Download citation
DOI: https://doi.org/10.1007/978-3-319-99861-9_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-99860-2
Online ISBN: 978-3-319-99861-9
eBook Packages: EducationEducation (R0)