Robotics in Primary School: A Realistic Mathematics Approach

Bellas, Francisco; Salgado, María; Blanco, Teresa Fernández; Duro, Richard J.

doi:10.1007/978-3-030-19913-5_6

Cited by 8 publications

(7 citation statements)

References 9 publications

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“…En particular, Gaudiello y Zibetti (2016) intentan analizar las repercusiones del uso de la robótica computacional en la educación matemática. Así mismo, a pesar de que no hay muchos trabajos de investigación para el caso de educación primaria, algunos trabajos ya plantean la posibilidad de la inserción curricular del uso del robot educativo como medio para trabajar las competencias necesarias en contextos STEM (Bellas et al, 2019;Scaradozzi et al, 2015;Sullivan y Bers, 2016).…”

Section: Educación Matemática Y Pensamiento Computacionalunclassified

Alfabetización computacional en educación infantil:Dificultades y beneficios en el aula de 3 años

Alcaraz

Salgado

Gestal

2022

Rev. Electr. Educare

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Objetivo. En este trabajo se analiza el tipo de dificultades y argumentación que muestran las niñas y niños de tres años, frente a tareas relacionadas con la programación y la robótica educativa en el aula. Metodología. Se ha elaborado un diseño teórico y se ha implementado una secuencia de actividades en un aula de niños y niñas de 3 años de edad y se ha realizado un estudio de casos con 8 de los participantes. Análisis de resultados. Entre los resultados más destacados se han identificado dificultades de tres tipos, las derivadas de las características del robot, las asociadas a la dimensión comprensión acción-instrucción del pensamiento computacional y las asociadas a la etapa cognitiva de los niños y niñas. Conclusiones. El análisis de los argumentos expresados en el desarrollo de la tarea permite concluir que el uso de robótica educativa en edades tempranas favorece el desarrollo de la alfabetización computacional, lo que hace recomendable su inclusión entre las actividades de aula.

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Section: Educación Matemática Y Pensamiento Computacionalunclassified

Alfabetización computacional en educación infantil:Dificultades y beneficios en el aula de 3 años

Alcaraz

Salgado

Gestal

2022

Rev. Electr. Educare

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“…Various studies have been undertaken that demonstrate the contribution of robotics to the motivation and participation of students, the development of their cognitive and social skills, computational and critical thinking, problem solving, creativity, collaboration, decision making, and mathematical and scientific skills [ 15 , 16 , 24 , 25 ]. However, the use of educational robotics is not yet fully incorporated into the compulsory school system.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, the use of educational robotics is not yet fully incorporated into the compulsory school system. The use of robots to teach mathematics and science is not carried out systematically in all schools, being more an initiative of pioneer teachers [ 15 , 23 ]. Among the reported barriers to the widespread use of educational robotics as part of the regular curriculum are the lack of teacher preparation to make connections between robotics and STEM subjects and the failure to develop resources that are accessible in all educational contexts [ 5 ].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Robotics is interdisciplinary and promotes the development of many 21st-century skills. Robotics has stimulated the development of various proposals seeking to incorporate it as a regular part of mathematics and science curricula so that all students can benefit from them [ 14 , 15 , 16 , 17 ]. These proposals have included guidelines linking robotics with curricula of a certain level in primary and secondary education.…”

Section: Introductionmentioning

confidence: 99%

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Robotics Education in STEM Units: Breaking Down Barriers in Rural Multigrade Schools

Inostroza

Medina-Paredes

Aguilera

et al. 2022

Sensors

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We report a novel proposal for reducing the digital divide in rural multigrade schools, incorporating knowledge of robotics with a STEM approach to simultaneously promote curricular learning in mathematics and science in several school grades. We used an exploratory qualitative methodology to implement the proposal with 12 multigrade rural students. We explored the contribution of the approaches to the promotion of curricular learning in mathematics and science and the perceptions of using robotics to learn mathematics and science. As data collection techniques, we conducted focus groups and semi-structured interviews with the participants and analyzed their responses thematically. We concluded that the proposal could contribute to meeting the challenges of multigrade teaching. Our findings suggest that the proposal would simultaneously promote the development of curricular learning in mathematics and science in several school grades, offering an alternative for addressing various topics with different degrees of depth.

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“…In addition, the features considered by students in the decision-making when solving given problems were characterized as well (Diago et al, 2018a ), and the difficulties experienced by children aged five and six were explored when they solved problems with the robot (Pérez & Diago, 2018 ). Bellas et al ( 2019 ), in turn carried out a study whose focus was emotional, evidencing a greater motivation in the mathematics classes when tasks were solved with the use of the robot. The fourth focus relates to the mediational theme, Diago et al ( 2018b ) suggest the use of the robot as an additional resource (cards) with the intention that students can perform their plan in order to give a solution to the challenge.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Errors of programming and ownership of the robot concept made by trainee kindergarten teachers during an induction training

et al. 2021

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Computational thinking in the educational environment has awaken a rising interest, having been included as part of the curricula from the very beginnings of education. Programmable robots have become a valuable positive resource in order to succeed in the development of computational thinking, demanding proper training from kindergarten teachers and trainees in order to be able to teach robotic programming. This article has the purpose to 1) identify the frequent errors made by trainee kindergarten teachers when solving a series of robotic problems in a computational thinking module, which develops in the course of Didactics of Mathematics and 2) determine the level of comprehension of the robot concept acquired by the trainees when solving robotics problems. The research developed in a qualitative methodology manner; the data used for this article were collected through the solving of five robotic problems and an open-ended question that had to be answered by each of the 25 participants individually. The results showed that, in general, the most frequent error appeared in problems in which movements were set in a Euclidean space of two dimensions. That is to say, the problems’ solving required a selection of different commands: turn, moving forward and/or backwards. Moreover, more than half of the participants who answered the open-ended question succeeded in owning the robot concept once they had solved the problems.

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Robotics in Primary School: A Realistic Mathematics Approach

Cited by 8 publications

References 9 publications

Alfabetización computacional en educación infantil:Dificultades y beneficios en el aula de 3 años

Alfabetización computacional en educación infantil:Dificultades y beneficios en el aula de 3 años

Robotics Education in STEM Units: Breaking Down Barriers in Rural Multigrade Schools

Errors of programming and ownership of the robot concept made by trainee kindergarten teachers during an induction training

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