Learning to teach mathematics with robots: Developing the ‘T’ in technological pedagogical content knowledge

Shelli Casler-Failing

doi:10.25304/rlt.v29.2555

Abstract

A multiple case study was conducted to investigate how Lego robotics instruction incorporated into a middle grades mathematics methods course could inform pre-service teachers’ (PSTs) TPACK through the lens of Social Constructivist Theory. The qualitative data analysis revealed that when instruction on Lego robotics technology is integrated into semester long mathematics methods courses, PSTs are able to improve their TPACK knowledge in regard to the robotics. Overall, the findings suggest instruction of educational technology tools should be incorporated into methods courses over a longer duration of time, and in depth, to better support the development of PSTs’ TPACK. To meet the demands of the teacher shortages while simultaneously supporting the needs of school districts, this research provides preliminary evidence of the need to incorporate content-specific technology into all methods courses.

Highlights

A multiple case study was conducted to investigate how Lego robotics instruction incorporated into a middle grades mathematics methods course could inform pre-service teachers’ (PSTs) technological pedagogical content knowledge (TPACK) through the lens of Social Constructivist Theory
The nature of this study was to investigate how Lego robotics instruction incorporated into a middle-grades mathematics methods course could inform PSTs’ TPACK; in the United States, middle-grades refers to grades 4–8, or ages 9–13 years
Findings this research represents a small sample, findings show the incorporation of robotics into the mathematics methods course increased PSTs’ TPACK in regard to the use of robotics as an instructional tool and allowed each PST to experience learning opportunities that can be provided by robotics

Summary

Introduction

A multiple case study was conducted to investigate how Lego robotics instruction incorporated into a middle grades mathematics methods course could inform pre-service teachers’ (PSTs) TPACK through the lens of Social Constructivist Theory. I posit that providing PSTs the opportunity to learn about robotics through hands-on, engaging tasks in their mathematics methods course will increase the use of robotics as a means to develop, and support, pedagogical practices. That is, this type of opportunity could support the development of PSTs’ technological pedagogical content knowledge (TPACK) in regard to robotics and will better support their ability to engage their own students in similar activities in their future classrooms

Objectives

Methods

Results

Discussion

Conclusion