Role of teachers in students' mathematics learning processes based on robotics integration

Forsström, Sanna Erika

doi:10.1016/j.lcsi.2019.04.005

Cited by 16 publications

(18 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These data suggest that teachers' perceptions of technology and teaching experience influence the use of ICT when teaching mathematics in the classroom. The literature postulates that the figure of the teacher is fundamental for the adequate integration of ICT in the teaching of mathematics [15]. Likewise, the results for the item CCT revealed that a large percentage of teachers do not take ICT into consideration in their mathematics marking criteria.…”

Section: Discussionmentioning

confidence: 99%

“…However, since the beginning, there has been a disparity with respect to the theoretical frameworks used in the design of technological tools and the realization of research with these tools [6], making it difficult to generalize conclusions. In this sense, the figure of the teacher is essential for the adequate integration of ICT in the teaching of mathematics [15].…”

Section: The Teaching Of Mathematicsmentioning

confidence: 99%

See 1 more Smart Citation

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

et al. 2020

View full text Add to dashboard Cite

Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: The Teaching Of Mathematicsmentioning

confidence: 99%

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Thus, teachers' programming skills are what needs to be considered in mathematics teacher education and in teachers' further education. Anyhow, the role of the teacher in students learning processes with robots in the situation where the teacher does not have any programming background is discussed more detailed in our earlier article (Forsström, 2019).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…In our earlier article, we have addressed the role of the teacher in students learning processes with robots. We discussed the relationship between role of the teacher and other components in students' activity development (Forsström, 2019). We found out that the role of the teacher in the beginning of the activity development influences the object (drive, direction and purpose) of activity and mathematical tools in use.…”

Section: Introductionmentioning

confidence: 99%

Learning Mathematics Through Activities with Robots

Forsström

Afdal

2019

Digit Exp Math Educ

Self Cite

View full text Add to dashboard Cite

There are several countries that integrate programming into their mathematics curricula, thereby making robotics an interesting aspect of mathematics education. However, the benefits of using robotics for mathematics education are still unclear. This article addresses the use of mathematical tools with robot-based problem-solving activities by discussing how mathematical tools are used in robot-based activities. This ethnographic intervention study took place in one secondary school in Norway as a part of an elective class in which videotaped data were gathered by observing the activities of a group of two or three students using Lego Mindstorm robots during an eight-week period. Through the use of activity system analysis in Cultural Historical Activity Theory, the analysis found that students use different kinds of mathematical tools. Furthermore, mathematics can change its role from instrumental tool to object, that is, to an integrated aspect of the purpose of the activity.

show abstract

“…To promote learning and practice of mathematics and science in general, educational resources are designed with dynamic and attractive programs [13][14][15]. In this sense, the teacher has the ability and responsibility to properly integrate information and communication technologies (ICT) into mathematics teaching [16].…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

et al. 2021

View full text Add to dashboard Cite

In the didactics of mathematics, many technological resources can be used with teaching strategies, techniques, models, and methodologies that facilitate the teaching–learning process. Pedagogical models such as Flipped Learning and active methodologies such as Project-Based Learning and Gamification have a relevant role in education. Objectives. (1) To identify the variables of teaching practices, ratios, and mathematics teacher training indicators that could influence the choice of different study models or methodologies. Method. A total of 73 teachers from the Autonomous City of Melilla were included in a cross-sectional study. Teachers filled out a validated questionnaire with 35 questions regarding mathematics and teacher training, information and communication technology (ICT) uses, resources and mastery, communication, and collaboration. Results. The statistical analyses revealed significant positive influences between the Flipped Learning model, Project-Based Learning, and Gamification with the evaluated items. Furthermore, Project-Based Learning showed a negative association with two items of the teaching practice indicator. Conclusion. The exchange of information and content through online spaces, participation, and collaboration in center projects related to digital technologies and educational software to teach mathematics had a significant impact on the choice of Flipped Learning model and active methodologies.

show abstract

Role of teachers in students' mathematics learning processes based on robotics integration

Cited by 16 publications

References 11 publications

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

Learning Mathematics Through Activities with Robots

Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

Contact Info

Product

Resources

About