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.

This article explains details of the participation in the Science Fair that took place in the 2019 school year by some seventh-grade students from “Colegio Isidro Caballero Delgado”, Floridablanca, Colombia. This event is a space established by the institution, which takes place once a year to show different projects and experiments carried out by students from each of the school grades. The seventh-grade students for their participation took as their theme an Amusement Park; with this theme, they built different prototypes that resemble mechanical attractions using LEGO Education cards and applying STEAM. The aim is to explain different themes seen in the mathematics course during the year playfully and amusingly to the participating public through the operation of each of these prototypes and physics topics in its structure or operation. The structure of the document contains a first section, the introduction in which the context of the educational institution, the development of the science fair, and the use of LEGO Education cards for the 2019 version are addressed; a section II where the methodology and the applied strategy are detailed; in section III the results obtained are mentioned, and finally, in section IV the conclusions and possible recommendations are presented.