The Effectiveness of Robotics as a Manipulative in Mathematics Instruction: A Mixed Method Study

Autor/in	Sheehy, Leonard
Titel	The Effectiveness of Robotics as a Manipulative in Mathematics Instruction: A Mixed Method Study
Quelle	(2017), (117 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, New Jersey City University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-5468-4
Schlagwörter	Hochschulschrift; Dissertation; Robotics; Mathematics Instruction; Mixed Methods Research; Mathematical Concepts; Mathematics Achievement; Manipulative Materials; Grade 7; Control Groups; Experimental Groups; Addition; Fractions; Pretests Posttests; Likert Scales; Student Attitudes; Scores; Teaching Methods; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Robotertechnik; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Hilfsmittel; School year 07; 7. Schuljahr; Schuljahr 07; Bruchrechnung; Likert-Skala; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Addition of fractions is an important foundation for students to experience success in mathematics. This mixed-methods study was conducted to measure the effectiveness of robotics as a mathematics manipulative with seventh grade students. Two groups of students were established: control and treatment. The control group received teacher-centered mathematics instruction on the addition of fractions, while the treatment group was provided with problems that required them to add fractions, then program the robot to move for a specific amount of time. Scores on pretests and posttests for the control and treatment groups of fraction addition problems were measured. The ANOVA test indicated statistically nonsignificant (p > 0.05) changes from pretests to posttests between control and treatment groups. Student opinions on the two teaching methods were captured using Likert-type scales. The independent t test showed statistically significant results (p < 0.001) that indicated students believe that working with robots helped them learn to add fractions. A Likert-type scale was also used to compare opinions between genders on the effectiveness of robotics as a manipulative. Results indicated no statistically significant difference (p > 0.05) between male and female students on their opinion of robotics as a mathematics manipulative. Student results on the change between their pretest and posttest scores were compared to their open-ended responses on the effectiveness of robotics as a mathematics manipulative. The paired "t" test demonstrated a statistically significant difference in the treatment group's pretest and posttest scores (p < 0.001). Those results correlate to their overall positive responses to the open ended questions. It is concluded that robotics are an effective mathematics manipulative and further investigation into its implementation is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01