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While robotics is becoming a popular tool to introduce an integrated STEM curriculum into both, elementary and secondary schools, its impact on students' learning remains underexplored. This article addresses the complexity of assessing mathematics learning within a robotics-based task by identifying the different types of knowledge and processes related to digital, mathematical and sociocultural contexts inherent in robotics-based learning. We also studied the ways students interpreted the feedback received when performing an assessment task. In the context of the Innovative Learning Agenda implemented in New Brunswick schools, one team of Grade 5-6 students and one team of Grade 6-7 students were asked to perform a robotics-based assessment task. Analysis of students' performance within this task showed that the interpretation of feedback that students make leads them to think and to act differently when solving different challenges that arise during their work on the assessment task. The identification of this variety may help teachers in dealing with complexity related to this kind of assessment.
Virtual multidisciplinary learning communities can become an important resource helping school teachers and students to foster a culture of communication, problem solving, and technology integration. Not only does the community concept virtually enlarge the mathematical learning space, it also opens several innovative ways to connect mathematics to other subjects, namely science and language arts. This article reflects on theoretical foundations of the new interactive virtual science and mathematics learning community, CASMI, as well as the first results of its implementation. The process of designing, enacting, and analyzing virtual problem solving communities, their technological, pedagogical and social aspects as a common ground for integrating mathematical, science and reading literacy into classroom practice and pre-service teacher training in an innovative and efficient way will be discussed.
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