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Using Robotics To Teach Mathematics: Analysis Of A Curriculum Designed And Implemented

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Conference

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Enhancing K12 Mathematics Education with Engineering

Tagged Division

K-12 & Pre-College Engineering

Page Count

15

Page Numbers

13.1353.1 - 13.1353.15

Permanent URL

https://peer.asee.org/3764

Download Count

23

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Paper Authors

biography

Eli Silk University of Pittsburgh Orcid 16x16 orcid.org/0000-0003-1248-6629

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Eli M. Silk is a PhD candidate in the Cognitive Studies in Education program and a Graduate Student Researcher at the Learning Research and Development Center at the University of Pittsburgh. He received his BA in Computer Science at Swarthmore College in 2001. His current research focuses on the use of engineering design to teach science and mathematics in middle and secondary school classrooms.

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biography

Christian Schunn University of Pittsburgh

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Christian D. Schunn is an Associate Professor of Psychology, Cognitive Studies in Education, and Intelligent Systems and Research Scientist at the Learning Research and Development Center at the University of Pittsburgh. He received his PhD in Psychology from Carnegie Mellon University in 1995. His current research focuses on understanding complex forms of expertise, building models of authentic practice in science and engineering, and applying those models to improve K-20 science and engineering education.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Using Robotics to Teach Mathematics: Analysis of a Curriculum Designed and Implemented Abstract

We report on a project that investigates the use of engineering as a context in which to learn mathematics through an evaluation of a LEGO-based robotics curriculum. We performed a content analysis of the curriculum in order to identify the types of mathematics topics that students would have an opportunity to learn, and investigated the extent to which those topics were aligned with national mathematics standards. The curriculum had a large percentage of tasks with clear relevance for mathematics and aligned well with the standards at the level of broad, topic areas (e.g., measurement, algebra, etc.). The curriculum was not well aligned at the more specific, topic level (e.g., use of measuring instruments, evaluating expressions, etc.), indicating that level of alignment is an important consideration when designing engineering curricula to teach mathematics. We simultaneously conducted a case study analysis of an implementation of the robotics curriculum in an eighth grade technology classroom to assess whether mathematics ideas were salient as students engaged with the tasks. When prompted by the teacher, especially during whole-class discussion, we observed students bringing in a wide range of formal mathematics ideas. Despite that, because of the multitude and diversity of those mathematics ideas, significant mathematics learning did not occur. These findings suggest that robotics is a promising engineering context in which to engage students in thinking about mathematics, but that further supports are required to effectively enable students’ mastery of the more general mathematical ideas.

Introduction

Mathematics curricula that is “a mile wide and an inch deep”1 is often cited as a reason for poor K-12 mathematics achievement in the United States, since it most likely contributes to superficial coverage of ideas, students’ views of mathematics as simply a large collection of rote procedures2, and acquisition of inert knowledge that is learned without consideration for its use outside of the classroom3. Engineering design has been proposed as an alternative approach to teaching mathematics (in addition to other disciplines such as science and technology) as it has the potential to serve as an integrator4, providing a context in which students can synthesize and apply mathematics knowledge in authentic problem-solving situations. Authentic problem solving is not tightly bound by traditional disciplinary or conceptual boundaries, such that many different types of knowledge need to be applied flexibly in order to be successful. This experience of engineering a design solution may, in turn, reinforce students’ knowledge of the general mathematics idea. In addition, because engineering design projects are often about satisfying human needs and finding solutions to human problems, they are inherently motivating for students.

Despite these theoretical arguments, the empirical evidence supporting the utilization of engineering design specifically to facilitate learning of mathematics has remained largely anecdotal. Systematic studies of engineering design curricula intended to teach traditional mathematics disciplinary knowledge are not common, although some do exist. For instance, Burghardt and Krowles described a project in which fifth grade students learned geometry concepts by designing a chair.5 They incorporated short, focused activities called Knowledge and

Silk, E., & Schunn, C. (2008, June), Using Robotics To Teach Mathematics: Analysis Of A Curriculum Designed And Implemented Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/3764

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2008 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015