Research has shown that Educational Robotics (ER) enhances student performance, interest, engagement and collaboration. However, until now, the adoption of robotics in formal education has remained relatively scarce. Among other causes, this is due to the difficulty of determining the alignment of educational robotic learning activities with the learning outcomes envisioned by the curriculum, as well as their integration with traditional, non-robotics learning activities that are well established in teachers’ practices. This work investigates the integration of ER into formal mathematics education, through a quasi-experimental study employing the Thymio robot and Scratch programming to teach geometry to two classes of 15-year-old students, for a total of 26 participants. Three research questions were addressed: (1) Should an ER-based theoretical lecture precede, succeed or replace a traditional theoretical lecture? (2) What is the students’ perception of and engagement in the ER-based lecture and exercises? (3) Do the findings differ according to students’ prior appreciation of mathematics? The results suggest that ER activities are as valid as traditional ones in helping students grasp the relevant theoretical concepts. Robotics activities seem particularly beneficial during exercise sessions: students freely chose to do exercises that included the robot, rated them as significantly more interesting and useful than their traditional counterparts, and expressed their interest in introducing ER in other mathematics lectures. Finally, results were generally consistent between the students that like and did not like mathematics, suggesting the use of robotics as a means to broaden the number of students engaged in the discipline.

Research has shown that Educational Robotics (ER) enhances student performance, interest, engagement and collaboration. However, until now, the adoption of robotics in formal education has remained relatively scarce. Among other causes, this is due to the difficulty of determining the alignment of educational robotic learning activities with the learning outcomes envisioned by the curriculum, as well as their integration with traditional, non-robotics learning activities that are well established in teachers' practices. This work investigates the integration of ER into formal mathematics education, through a quasi-experimental study employing the Thymio robot and Scratch programming to teach geometry to two classes of 15-year-old students, for a total of 26 participants. Three research questions were addressed: (1) Should an ER-based theoretical lecture precede, succeed or replace a traditional theoretical lecture? (2) What is the students' perception of and engagement in the ER-based lecture and exercises? (3) Do the findings differ according to students' prior appreciation of mathematics? The results suggest that ER activities are as valid as traditional ones in helping students grasp the relevant theoretical concepts. Robotics activities seem particularly beneficial during exercise sessions: students freely chose to do exercises that included the robot, rated them as significantly more interesting and useful than their traditional counterparts, and expressed their interest in introducing ER in other mathematics lectures. Finally, results were generally consistent between the students that like and did not like mathematics, suggesting the use of robotics as a means to broaden the number of students engaged in the discipline.

Chapter “Investigating the Role of Educational Robotics in Formal Mathematics Education: The Case of Geometry for 15-Year-Old Students” was previously published non-open access. It has now been changed to open access under a CC BY 4.0 license and the copyright holder updated to ‘The Author(s)’. The book has also been updated with this change.

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