A 14-year-old child with Acute Lymphoblastic Leukemia participated in 52 weeks of robotics task-based interviews. We present 3 of her tasks from Weeks 1, 20, and 46 along with an overview of the complete 52 weeks. We compare the data from the tasks to Brousseau's (1997) Theory of Didactical Situations of Mathematics to answer our research questions: Can robotics play support the devolution of a fundamental situation to an adidactic situation of mathematics for children who are critically ill? When children with critical illness engage in robotics play, what are the key features of the robotics phenomenon that support devolution to an adidactic situation? We found evidence of the robotics supporting the devolution of a fundamental situation to an adidactic situation of mathematics in each robotics task and evidence of 4 key features (thick authenticity, feedback enabling autonomy, connectivity, and competence) of robotics play that support this devolution.
Megan Nickels and Craig J. Cullen
Kyle M. Dunbar and Kathryn M. Rich
A teacher circulates around a roomful of pairs of mathematics students who are trying to code a robot to travel through a maze. She asks one pair how it is going. In response, a student asks, “How can we get the robot to stop in the right spot if
proportional relationships, I created a lesson to develop understanding while drawing on students’ technological experiences—a lesson incorporating LEGO robots and the distance-rate-time relationship. This lesson challenged students intellectually yet was
Robots are used in all kinds of industrial settings. They are used to rivet bolts to cars, to move items from one conveyor belt to another, to gather information from other planets, and even to perform some very delicate types of surgery. Anyone who has watched a robot perform its tasks cannot help but be impressed by how it works. Here we offer some insight into the mathematics that goes into designing such a robot.
Krista Francis and Michael Poscente
Lego Mindstorms™ robotics quickly draws children in and provides ample opportunities for engaging them in robust mathematical learning. Two introductory programming tasks empower children to use their creativity and problem-solving skills to build number sense in a fun, engaging learning environment. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms. Send submissions of no more than 1500 words to this department by accessing http://tcm.msubmit.net. See detailed submission guidelines for all departments at http://www.nctm.org/WriteForTCM.
Kasi C. Allen
A compelling contest motivates students and makes mathematics and STEM relevant.
Erika A. Vaughan
J. Jeremy Winters, Kristin E. Winters, and Dovie L. Kimmins
For meaningful learning of mathematics, tools and technology must be indispensable features of the classroom. ( NCTM 2014 ) Potential benefits of providing elementary school students experiences with coding robots are well-documented. These
William B. Crittenden
Though I figure with the skills of men and computers and have not understanding, I am become as a mechanical toy, or a lifeless robot.
Marie A. Brooks
In teaching statistics at the high school level, we attempt to give students an appreciation of the usefulness of statistical measures and techniques. But too frequently we create a group of number-crunching robots who grind through formulas and see no connection to the real world. One way to avoid this dilemma is to use meaningful applications of mean, range, and standard deviation.