Figure 5 - uploaded by Vladimir Villarreal
Content may be subject to copyright.
Source publication
The article is the product of the study "Development of innovative resources to improve logical-mathematical skills in primary school, through educational robotics", developed during the 2019 school year in three public schools in the province of Chiriquí, Republic of Panama. The teaching-learning process in students is influenced by aspects inside...
Context in source publication
Context 1
... robots perform movements at 90° angles and must be programmed to follow a coherent sequence on each mat, so with proper programming, the robot bee will be able to find the answers to an addition to give an example, each time it stops in a space, depending on the mat that is used with the kit. The equipment that will be used in the schools has been acquired, as it can be seen in Figure 5. Internally the robot can store up to 40 instructions in its memory. ...
Citations
... Regarding the first approach, data have been reported on the types of errors that future preschool teachers make when learning about and manipulating the Bee-Bot robot at a user level (Seckel, Vásquez et al., 2022), the reflections that emerge when the early childhood teachers plan didactic sequences with the use of the Bee-Bot in the math class , the ideas of primary education teachers about the use of this resource in their math classes (Seckel et al., 2021) and the characterization of the Mathematical-Computational knowledge of teachers in initial training, when they design teaching . Regarding the second approach, data have been reported on: the development of logicalmathematical skills in early childhood education and first grade of primary education (Muñoz et al., 2020), the development of spatial thinking (Aranda et al., 2019;Palmér, 2017), the development of algebraic thinking (Alsina & Acosta Inchaustegui, 2018) and the development of mathematical skills Pérez Buj & Diago Nebot, 2018). However, none of these studies emphasizes the computational concepts or practices (skills) that are developed when using the Bee-Bot and its articulation with the curricular aspects of the level to which the proposed robotic tasks or problems are directed. ...
The incorporation of Computer Science teaching in educational systems has increased in recent years. Given international interest, Chile has promoted projects to promote the development of students' digital skills. Focusing on this new educational context, this research reports the results regarding the identification of computational concepts and practices that can be articulated with the contents and skills of the curriculum. of Chilean mathematics. for first grade of primary school based on the use of the Bee-Bot robot. For this, the study followed a qualitative approach, developing a case study of the Chilean study program with the content analysis technique and using, as analysis categories, computational concepts and practices from the field of educational computing. In total, 30 learning objectives of the study program were analyzed. The results indicate that, although there is little articulation between computational concepts and first grade content proposed in the curriculum, there is greater articulation between computational practices and mathematical skills suggested in the Chilean curriculum. It is concluded that Computational Thinking can be developed from the earliest school levels using the Bee-Bot robot (or similar), and this is demonstrated by the structure of the Chilean primary mathematics curricular program.
... 2021 [29] Design, develop and implement educational robotics to improve logical-mathematical skills aimed at preschool and first grade students in public schools, using programmable educational robots. ...
At present, the teaching of mathematics goes through a wide range of modern technologies ICTs in education refer to the set of hardware and software technologies that contribute to the processing of educational information. Due to the great technologic Me-chatronics is a field that combines mechanical, electronic, and computer engineering to design and develop advanced systems that can interact with the physical world. When it comes to teaching mathematics, mechatronics can be a valuable tool to help students better understand mathematical concepts and principles. The result of this literature review allows us to see that in Arduino and Raspberry pi for Teaching Mathematics there are few research papers, so there is a great opportunity in this topic, in contrast to the topics Robotics in Mathematics Teaching and ICTS in Math Education there is much more information and amount of research.
... The main robotic project applications are: a) Control of gantry cranes, for welding and underwater cleaning of ships [72][73][74], b) Food industry and agribusiness [75]. On the other hand, the development of a logistics hub, the advancement of industry 4.0, artificial intelligence, and professionals specialized in robotics and automation [76], give the country the real possibility of leading automation in Central America (Table 4). This country occupies the 56th position in the Heritage Foundation-Economic Freedom Status, Ranking 2022 [77]. ...
Mechatronics and Robotics (MaR) have recently gained importance in product development and manufacturing settings and applications. Therefore, the Center for Space Emerging Technologies (C-SET) has managed an international multi-disciplinary study to present, historically, the first Latin American general review of industrial, collaborative, and mobile robotics, with the support of North American and European researchers and institutions. The methodology is developed by considering literature extracted from Scopus, Web of Science, and Aerospace Research Central and adding reports written by companies and government organizations. This describes the state-of-the-art of MaR until the year 2023 in the 3 Sub-Regions: North America, Central America, and South America, having achieved important results related to the academy, industry, government, and entrepreneurship; thus, the statistics shown in this manuscript are unique. Also, this article explores the potential for further work and advantages described by robotic companies such as ABB, KUKA, and Mecademic and the use of the Robot Operating System (ROS) in order to promote research, development, and innovation. In addition, the integration with industry 4.0 and digital manufacturing, architecture and construction, aerospace, smart agriculture, artificial intelligence, and computational social science (human-robot interaction) is analyzed to show the promising features of these growing tech areas, considering the improvements to increase production, manufacturing, and education in the Region. Finally, regarding the information presented, Latin America is considered an important location for investments to increase production and product development, taking into account the further proposal for the creation of the LATAM Consortium for Advanced Robotics and Mechatronics, which could support and work on roboethics and education/R+D+I law and regulations in the Region. Doi: 10.28991/ESJ-2023-07-04-025 Full Text: PDF
... In addition, these studies commonly provided an open-ended constructionist learning environment which involved the students creating CT artefacts with little direct instruction (Papert & Harel, 1991), during which the students could explore and develop non-prescribed learning outcomes in both mathematics and CT. As argued by Muñoz et al. (2020) and , CT-based mathematics activities are suitable for cross-grade teaching and learning, because they support non-traditional curricula learning, with the former study showing that mathematics learning could take on a range of domains with little prior mathematics knowledge necessary, and the latter study concluding that the developmental sequence of learning mathematics maybe altered by the use of computational tools. In particular, highlights the conceptual connection between skip counting and geometric sequences, which takes roughly 7 years to learn in traditional curricula; but in the Scratch programming environment, it is as straightforward as replacing the symbol for operation. ...
... In response, we aim to generate further understanding from the reviewed empirical studies on this question. First, the reviewed studies suggest that the physicality of tangible programming is supportive to the learning of number, measurement, geometric shapes and spatial concepts and skills (Jurado et al., 2020;Muñoz et al., 2020;Shumway et al., 2021). Sáez-López et al. (2019) further recommended the use of block-based programming and robots for learning number concepts in CTbased mathematics activities, saying "there are many advantages to teaching computational concepts, coordinates, values and integer numbers as motivation for the student to learn how to operate the robot. ...
... Regarding CT-based mathematics instruction, we identified several common instructional approaches, and we further sub-categorized them by task structure (i.e., the organization of learning tasks and learning processes): problem-based learning (Gilchrist et al., 2021;Kaufmann & Stenseth, 2021;, inquiry-based learning (Gilchrist et al., 2021;Pei et al., 2018), and project-based learning (Sinclair & Patterson, 2018). While reviewing the studies, we also note other learning modes, such as embodied learning (Sung et al., 2017), gamebased learning (Grizioti & Kynigos, 2021), and pair-or group-learning (Echeverría et al., 2019;Grizioti & Kynigos, 2021;Kaufmann & Stenseth, 2021;Muñoz et al., 2020). In the present review, we focus on analyzing the characteristics of problem-based learning, project-based learning, and inquiry-based learning, since they are more dominant in the literature. ...
There has been substantial research undertaken on the integration of computational thinking (CT) in K-12 mathematics education in recent years, particularly since 2018 when relevant systematic reviews were conducted on the topic. Many empirical studies in this area have yet to elaborate clearly and explicitly on how CT may support mathematics learning, or otherwise, in CT-based mathematics activities. Addressing this research gap, we conducted a systematic review on the integration of CT in K-12 mathematics education with a focus on CT-based mathematics instruction and students learning under such instruction. The Web of Science database was searched for in terms of studies published from 2006 to 2021, from which 24 articles were selected to provide illustrations of CT-based mathematics instruction and related student learning, and they were further analyzed according to education levels and contexts, programming tools, learning outcomes in CT and mathematics, and the mutual relationship between CT and mathematics learning. Among the results, this review found that geometrized programming and student-centered instructional approaches were facilitators of productive learning in CT and mathematics. Moreover, CT-based mathematics learning entails an interactive and cyclical process of reasoning mathematically and reasoning computationally, which can occur when: (1) applying mathematics to construct CT artefacts; (2) applying mathematics to anticipate and interpret CT outputs; and (3) generating new mathematical knowledge in parallel with the development of CT. The findings contribute to an in-depth understanding of what, and how, CT-based mathematics instruction impacts student learning in K-12 contexts.
... que envolvem a RE podem ser implementadas para estimular apenas o PC, considerando-se neste caso a RE como uma ferramenta com potencial para desenvolver o PC(Chiazzese et al. 2019;Chevalier et al., 2020). SegundoMuñoz et al. (2020), a robótica destina-se a desenvolver, simultaneamente, capacidades elementares de programação e de PC. A RE pode ainda ser considerada como um recurso pedagógico para desenvolver a aprendizagem dos diversos conteúdos/disciplinas do currículo(Chiazzese et al., 2019;Muñoz et al., 2020), destacando-se, neste caso, a referência a disciplinas relacionadas com as ciências(Chiazzese etal. ...
... SegundoMuñoz et al. (2020), a robótica destina-se a desenvolver, simultaneamente, capacidades elementares de programação e de PC. A RE pode ainda ser considerada como um recurso pedagógico para desenvolver a aprendizagem dos diversos conteúdos/disciplinas do currículo(Chiazzese et al., 2019;Muñoz et al., 2020), destacando-se, neste caso, a referência a disciplinas relacionadas com as ciências(Chiazzese etal. 2019). ...
... dagens identificadas destaca-se a Aprendizagem Baseada em Problemas (do inglês "Problem Based Learning", PBL), referida em 2 estudos analisados. Nesta linha,Chevalier et al. (2020) apresentam um modelo que permite projetar e analisar uma atividade de RE cujo o objetivo principal é resolver um problema que irá concorrer para o desenvolvimento do PC.Muñoz et al.(2020), por seu lado, apresentam ...
O artigo apresenta uma Revisão Sistemática de Literatura, desenvolvida no âmbito de uma dissertação de mestrado em educação, para sistematizar o conhecimento que a comunidade científica tem vindo a produzir sobre a utilização da Robótica Educativa (RE), no 1.º Ciclo do Ensino Básico. (...) Os resultados apurados sugerem que: i) a RE é
predominantemente considerada como estratégia para ensinar e desenvolver o pensamento computacional na escola; ii) a abordagem pedagógica que mais se destaca, na integração da RE, é a aprendizagem baseada em problemas; iii) as potencialidades da RE no desenvolvimento das aprendizagens previstas no currículo escolar centram-se, fundamentalmente, no pensamento computacional; e vi) entre as limitações encontradas à implementação da RE destacam-se os motivos associados a normas e políticas das escolas.
... Finally, by promoting other aspects related to children's development and learning that are favored by the introduction of robotics and programming in educational settings, far beyond technical and digital skills [9], [10], such as social interactions, collaborative learning and communication [11], playfulness and creativity [12], the promotion of learning in specific knowledge areas [13], [14], or even as an aid to learning for children with special educational needs [15], [16]. ...
... As far as the opinion of the various participants is concerned, for the students, Thymio was the robot less used and the one that was less preferred by the students, there being a clear preference for Botley, information that coincides with that collected by the research team, which is justified essentially by its fun character, as S. Somyürek [12] points out. For teachers and collaborators, if the playful character of the use of robots highlighted by the students is also an important component, the learning that they can convey and the fact that they can allow a first contact with robotics, for many of them, is even more important, coinciding with the results of M. U. Bers et al. and L. Muñoz,[13], [14]. In general, it is concluded that the proposed activities using tangible objects in robotics have provided, in a fun way, the acquisition of essential skills in several areas, from social skills to mathematics, portuguese, environmental studies, and programming itself. ...
... This situation also resulted in the need to continue experimenting with children using these different robots to understand their difficulties and to design alternative intervention strategies that make the activity and learning successful, looking at its significance for learning, as pointed out by Y. H. Ching et al. [6]; as well as the need to give continuity to learning situations of this nature, but also to bring robotics and programming closer to the educational context, seeking its progressive introduction in the classroom context, seeing these tools as enhancers of diverse and rich learning, in particular, by the active and constructive way of learning that they promote [7], [8], [11], [13], [14]. ...
This paper intends to analyze the implementation of the Festival de Robótica - AZORESminiBOT, a robotics festival for the young which purpose was to create learning experiences that lead to the utilization of robots, promoting coding skills and computational thinking, as well as cooperative problem solving and with the mobilization of knowledge from specific curricular areas. At the same time, we intended to sensitize teachers to the relevance and comprehensiveness that robotic and coding activities can have in an educational environment. The festival took place in a school located at São Miguel Island, Azores. The proposed activities and the participation of the children in the four stations available were evaluated using direct observation and surveys by questionnaire. From the observations made by the researchers and the answers to the questionnaires of the 155 children who participated, 11 teachers, and 22 collaborators who facilitated the activities, it was concluded that the activities implemented were of interest to the children and were considered relevant by the teachers, but some aspects concerning the operation of the robots and the scenarios created should be taken care of in the future so that the pedagogical component is effective and of quality.
... It is generally accepted that there is a close relationship between programming and mathematics, which may be related to the fact that programming requires specific mathematical thinking support (Nemiro, 2020;Yilmaz Ince & Koc, 2020). Supporting this, Munoz et al. (2020) also pointed out the view that the logic and mathematics skills of preschool and first-year students can be trained by ER activity. Therefore, in the programming concepts teaching practise, teachers can try to combine them with mathematical knowledge so that students can better understand and acquire them. ...
Background
As one of the mainstream forms of programming education, educational robotics (ER) have been a crucial way to develop K‐12 students' programming ability.
Objectives
The purpose of this study is to clarify the content of programming ability, to verify the effectiveness of ER as a teaching method to improve students' programming abilities and the conditions for more effective instructional design.
Methods
The method of meta‐analysis was adopted to conduct this study. 4180 K‐12 students from 36 studies with a total of 85 effect sizes were captured. Based on the contents of included literature, an ER programming ability model was put forward, which was composed of essential ability and generative ability. The meta‐analysis of essential ability (N = 22) and generative ability (N = 64) was carried out respectively.
Results and conclusion
The results showed that ER activity has a positive effect on the essential ability (Hedges' g = 0.539 CI [0.327, 0.752], p < 0.001) and generative ability (Hedges' g = 0.535 CI [0.426, 0.643], p < 0.001). Additionally, the results of moderator analysis showed that utilizing ER to solve mathematics problems is able to more effectively develop students' essential ability, while the STEM interdisciplinary ER instruction had the largest effect on generative ability. Simultaneously, the individual programming form is conducive to students' essential ability, while the generative ability is significantly affected by the cooperative programming form. No matter for the evaluation of essential ability or generative ability, ER had the greatest effect on kindergarten children' programming ability. Moreover, the intervention duration ranging from 1 to 5 weeks, the samples size less than 50 and the choice of measurement scale can effectively improve students' programming ability.
Implications
This research enriched the theoretical basis of programming ability, and provided reference and guidance for K‐12 programming teaching practitioners and researchers in ER teaching design and practise.
... In addition to the above features, one entry to implement most of the tasks (e.g., Kynigos & Grizioti, 2018;Munõz et al., 2020;Pérez, 2018) is peer collaboration. This underlying feature is recognised as facilitating learning through the need for communication and implies the importance of social interactions for developing CT and MT. ...
This review study synthesises the literature on how computational thinking (CT) and mathematical thinking (MT) are integrated into mathematics education research with a focus on tasks. A review of 28 relevant articles on the Web of Science Core Collection database indicated that (1) CT helps students develop and apply mathematical concepts and competence using software or programming; (2) MT helps students solve problems in CT, not necessarily including programming; (3) a reciprocal relationship between CT and MT embeds CT into mathematics learning, where CT is involved in problem-solving, and MT is developed to improve student performance on debugging or reflection; (4) tasks rarely involve creative thinking for creating computational artefacts in CT practices; and (5) tasks rarely involve critical thinking for constructing viable arguments and critiquing the reasoning of others in MT practices. Subsequently, features (including relationship, entry, and what to do) of tasks for integration between CT and MT are proposed.
... The ICTs allows students to approach learning while moving to their own pace. This way they support the self-regulation of learning (Lytra & Drigas, 2021, Trna et al., 2011, Muñoz et al., 2020, Aggarwal&Bal, 2020. The ICTs motivate and excite students ( Prabavathy & Siranjani, 2020) and at the same time help them concentrate on cognitive tasks (Papanastasiou et al., 2017). ...
... The outcomes of the user evaluation revealed that the interface design with Bengali text, icon, and voice-based applications shows better usability in terms of efficiency, effectiveness, and satisfaction than the English version of the task. González et al. (2019) and Muñoz et al. (2020) presented the progress in the development of a project where robotics is implemented for the teaching of mathematics in preschool and first grade students of three public schools in the province of Chiriquí, Republic of Panama. A series of playful educational activities were developed, using low cost robotic tools. ...
This article is a literature review that analyses the cognitive and metacognitive abilities of the students with Specific Learning Disorder in Mathematics (SLDM). It aims to present the cognitive and metacognitive deficits of these students along with the ways and methods that can improve the corresponding cognitive and metacognitive abilities and analyze the role of metacognition in mathematics education. It also aims to present ICT tools that are used worldwide in order to assess these abilities. These tools are designed for the assessment of either the cognitive or the metacognitive abilities of the students with SLDM and include computer based and mobile applications, serious games, smart-pens and educational software. The results of the study indicate that the existed ICT tools for the assessment of the cognitive abilities of the students with SLDM are more in number compared to the ICT tools for the assessment of the metacognitive abilities of these students which are more limited.
... The ICT allows students to approach learning while moving to their own pace. This way they support the self-regulation of learning (Lytra & Drigas, 2021, Trna et al., 2011, Muñoz et al., 2020. ICTs motivate and excite students ( Prabavathy & Siranjani, 2020) and at the same time help them concentrate on cognitive tasks (Papanastasiou et al., 2017). ...
This article is a literature review that analyses the cognitive and metacognitive abilities of the students with Specific Learning Disorder in Mathematics (SLDM). It aims to present the cognitive and metacognitive deficits of these students along with the ways and methods that can improve the corresponding cognitive and metacognitive abilities and analyze the role of metacognition in mathematics education. It also aims to present ICT tools that are used worldwide in order to develop and enhance these abilities. These tools are designed for the development of either the cognitive or the metacognitive abilities of the students with SLDM and include computer based and mobile applications, serious games, educational software and robotics. The results of the study indicate that the existed ICT tools for the development of the cognitive and metacognitive abilities of the students with SLDM can have a crucial impact on the improvement of the symptoms of this Specific Learning Disorder. They can enhance the cognitive abilities of the attention, the working memory and the visuospatial ability along with the mathematical ability and also improve the metacognitive abilities such as reflection, self-regulation, the problem solving ability and the mathematical metacognition.
