Collaborative work as a learning strategy to teach mathematics incorporating robotics using led godt education system and fischertechnik in seventh graders at the school Isidro Caballero Delgado in Floridablanca Santander Colombia

Abstract

This article describes the impact of collaborative work to teach Mathematics in Seventh graders (70 students) at the school Isidro Caballero Delgado, Ocaña, Colombia. Led godt education system and fischertechnik allowed a great interaction and participation and provided the tools to incorporate robotics in the classroom. Moreover, these tools are used as a learning strategy to achieve understanding and analysis in the solving problems teaching math. Students became more critical and responsible facing daily solutions and a better understanding of basic problems of geometry, math and statistics. Students also learnt about and improved interpersonal abilities and improved social interaction. It also allowed making learning effective creating a better environment to improve the acquisition of mathematical concepts.

Artificial intelligence in mathematics education: A systematic literature review

“…The AI approach used in mathematics education for the samples studied were through robotics, systems, tools, teachable agent, autonomous agent, and a comprehensive approach. As seen in Figure 3, the majority of AI approach used for the samples studied were through robotics (45%, n=9) (Casler-Failing, 2018Forsström & Afdal., 2019;Francis & Davis, 2018;Harper et al, 2021;Lopez-Caudana et al, 2020;Rico-Bautista et al, 2019;Sáez-López, 2019;Seckel et al, 2021) and followed by systems (15%, n=5) (Moreno-Esteva et al, 2018;Mills, 2021;Rojano & Garcia-Campos, 2017;Saha et al, 2020;Zakaria et al, 2021). There were two researches that practiced teachable agent's (Gulz et al, 2020;Song, 2017) and also two research mathematical tools' (Dunzhin & Gustafsson, 2018;Salas-Rueda et al, 2020) approach of AI in mathematics education.…”

“…In contrast, AI in mathematics education is the least frequently discussed among scholars in various countries, such as United Kingdom (Casler-Failing, 2021), Turkey (Song, 2017), Sweden (Gulz et al, 2020), Singapore (Duzhin & Gustafsson, 2018), Norway (Forsström & Afdal, 2019), Malaysia (Zakaria et al, 2021), Colombia (Rico-Bautista et al, 2019), China (Wu, 2021), Bangladesh (Saha et al, 2020), and Australia (Moreno-Esteva et al, 2018). As a result of this finding, it is possible that scholars in the USA and Mexico are becoming increasingly interested in exploring the topic of AI in mathematics teaching.…”

Asumiendo las tic en las prácticas pedagógicas. Cambios y desafíos en los profesores

“…Currently governments are providing some urban and rural educational institutions with technology with the aim of integrating them into pedagogical practices, but it is not only about bringing technology to educational institutions and assimilate that teachers will use it for teaching and learning purposes where many of them are apathetic to new technologies, rather, the relevance of these projects lies in the awareness and training to teachers in the correct use of all tools so that they can integrate them into their lives and in all teaching and learning processes , This way they will be able to apply it using the pedagogical methods with their knowledge to the students in an optimal way and with quality because it is not only that the students learn from technology, but also that they can learn with technology, in this way all government projects in terms of technological implementation can be placed at the service of the teaching and learning processes in each institution (Rico-Bautista et al, 2019), (Rico-Bautista et al, 2020).…”

Sistema mecatrónico de banda transportadora usando impresión 3D para la emulación de procesos industriales

“…Este artículo presenta el diseño e implementación de un sistema mecatrónico modular cuyo enfoque se realizó hacia la representación práctica de procesos de manufactura industrial a escala, apoyados sobre tecnologías de fabricación aditiva y el uso de sistemas con desarrollo de código libre. El sistema completo se constituye en una herramienta didáctica, fácil de replicar, poner en marcha, expandir y mejorar en funcionalidades, lo cual como se indica en [1,2,3,4] hace parte de las nuevas tendencias en innovación educativa, para los aprendizajes tanto disciplinares como transversales, por medio del desarrollo de habilidades, capacidades y competencias que permiten a un estudiante resolver problemas reales en un ambiente de experimentación seguro. Autores como [5] muestran un caso donde la robótica móvil aplicada en niños de tercero y quinto de primaria se usó para aprender matemáticas por medio de un sistema robótico robusto, apoyado por una aplicación móvil.…”

“…En[10] se presenta un trabajo que bajo estos esquemas reúne los estudiantes de ingeniería electrónica, mecánica y sistemas para hacer más eficiente un sistema de producción y clasificación de objetos en un sistema ciber físico industrial basado en la fábrica completa de Fischertechnik. También, en[2] se trabaja en la construcción de pequeños modelos mecánicos a través del kit de Mecánica de Fischertechnik en estudiantes de séptimo grado de un colegio colombiano, con el fin de fortalecer el trabajo colaborativo mediante la realización de modelos que ponen en práctica conocimientos de matemáticas, geometría y estadística. Y finalmente, se destaca una aplicación, donde[11] trabajó sobre plataformas de tipo modular para procesos industriales a escala, cuyo objetivo fue simular entornos de producción de la industria 4.0 con actividades relacionadas a la fabricación y procesamiento de la materia prima.…”