A Systematic Review on Exploring the Potential of Educational Robotics in Mathematics Education

Autor/inn/en	Zhong, Baichang; Xia, Liying
Titel	A Systematic Review on Exploring the Potential of Educational Robotics in Mathematics Education
Quelle	In: International Journal of Science and Mathematics Education, 18 (2020) 1, S.79-101 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-018-09939-y
Schlagwörter	Robotics; Technology Uses in Education; Mathematics Education; Educational Benefits; Experiential Learning; Mathematics Achievement; Educational Research; Sample Size; Elementary School Students; Secondary School Students; Graphic Arts; Geometry; Algebra; Games; Research Design; Man Machine Systems; Mathematical Applications + Suchen Sie Ihr Suchwort? Robotertechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematische Bildung; Bildungsertrag; Experiental learning; Erfahrungsorientiertes Lernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungsforschung; Pädagogische Forschung; Sekundarschüler; Grafik; Grafisches Gestaltung; Geometrie; Game; Spiel; Spiele; Forschungsdesign; Mensch-Maschine-System; Angewandte Mathematik; Innermathematische Anwendung
Abstract	By providing students with a highly interactive and hands-on learning experience, robotics promises to inspire a new generation of mathematical learning. This paper aims to review the empirical evidence on the application of robotics in mathematics education and to define future research perspectives of robot-assisted mathematics education. After a systematic search in online database via keyword search and snowballing approach, we analyzed 20 empirical studies on how to teach and learn mathematical knowledge through robotics. The results indicate that (1) most studies were conducted with a small sample size, the largest research groups were elementary school students and secondary school students, most studies used LEGO robots, robots were primarily applied to teach and/or learn graphics, geometry, and algebra, and almost half of the studies taught mathematics by engaging students in game-like interactions with robots; (2) half of the studies adopted a non-experimental research design, and most studies evaluated student performance through observation, test/examination, questionnaires, or verbal interviews; and (3) instructional implications proposed in the 20 papers can be clustered into four themes: human-robot interaction, connections between mathematics and real life, pedagogical suggestions, and facility conditions. The 20 papers suggest that robotics generally plays an active role in mathematics education; however, there are indeed situations in which no significant improvement was found in students' mathematical learning. In view of this, we prospect the future research perspectives of robot-assisted mathematics education and propose that more rigorous intervention studies could be conducted to further explore the integration of robotics and mathematics education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01