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

Abstract

We 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.