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.

This article presents reflections on the use of case studies that revolve around the student’s environment to use it as an input in the development of the mathematics course in the seventh grades at the “Isidro Caballero Delgado” school in Floridablanca, Santander, Colombia. With this experience, it can be determined that the use of robotics prototypes in mathematics is a support tool as a pedagogical strategy in the student’s learning process, strengthening not only the academic but also their comprehensive training. That is why students use the construction of the prototypes not only to learn mathematical concepts for better understanding, analysis, and critical reasoning but also to develop technical language in an empirical way giving answers to the laws of physics in the prototype or its function. This work is part of doctoral research where 60 students of the experimental group participated. The structure of the document contains a first section with the introduction, second section where the methodology and the applied strategy are detailed; in section third the results obtained are mentioned; and finally, in fourth section, the conclusions and possible recommendations are presented.

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