Real and virtual robotics in mathematics education at the school–university transition

Abstract

LOGO and turtle graphics were an influential movement in primary school mathematics education in the 1980s and 1990s. Since then, technology has moved forward, both in terms of its sophistication and pedagogical potential; and learner experiences, preferences and ways of thinking have changed dramatically. Based on the authors’ previous work and a literature review, this article revisits the subject of enhancing mathematics education through educational robotics kits and virtual robotic animations by proposing their simultaneous deployment at the school–university transition. The rationale for such an application is argued and an evaluation framework for these technologies is proposed. Two educational robotic kits and a virtual environment supporting robotic animations are evaluated both in terms of their feasibility of deployment and their educational effectiveness. Finally, the evaluation of learning experiences when deploying the proposed pedagogical approach is discussed.

Keywords:

• animation
• collaborative learning
• educational transition
• learning by design
• mathematics education
• problem solving
• robotics

Acknowledgements

Peter Samuels acknowledges the support of the SIGMA – Centre for Excellence in University-Wide Mathematics and Statistics Support and the applied research funding at his institution which enabled him to carry out this research.