Abstract
The Effects of Integrating LEGO Robotics Into a Mathematics Curriculum to Promote the Development of Proportional Reasoning
Highlights
A mixed methods, action research case study was conducted to investigate the effects of incorporating LEGO robotics into a seventh-grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory
The information gained was applied to different iterations, and structures, of the formula to support the development of proportional reasoning skills
The portion of my research project being reported in this paper investigated how the application of the distance, rate, and time relationship through the use of LEGO Robotics influenced the development of proportional reasoning skills among seventh grade students
Summary
A mixed methods, action research case study was conducted to investigate the effects of incorporating LEGO robotics into a seventh-grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. Solution to learning mathematics was no longer a viable solution to advancing through mathematics education – students should be able to develop a solution, and apply that solution, when given a problem. With this in mind, mathematics teachers, myself included, need to create avenues to educate students to produce the type of person that is capable of succeeding in today’s technological world. I sought to engage my students in authentic tasks by the integration of technology, namely LEGO robotics, into the educational environment to promote and enhance learning. If students are given the opportunity to learn mathematics through the use of LEGO robotics they would be provided with hands-on, engaging activities that promote learning
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