Date of Award

1-1-2017

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Education Theory and Practice

Content Description

1 online resource (iii, ix, 156 pages) : illustrations (some color)

Dissertation/Thesis Chair

Caroline Williams-Pierce

Committee Members

Alandeom M Oliveira, Courtney Koestler

Keywords

Engagement, LEGO Robotics, Mathematics, Proportional Reasoning, Robotics, LEGO Mindstorms toys, Robots, Reasoning in children, Problem solving, Educational technology

Subject Categories

Curriculum and Instruction | Science and Mathematics Education | Teacher Education and Professional Development

Abstract

This mixed methods, action research case study sought to investigate the effects of incorporating LEGO robotics into a seventh grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. Quantitative data was collected via pre- and post-tests from the mathematics class of six students. Qualitative data was collected from each of the students as they worked in groups of two to complete purposefully designed investigations, activities, from whole class discussions, and student artifacts. In addition, four students were purposefully chosen to participate as embedded case studies. The quantitative analysis showed development of proportional reasoning skills with the greatest increase being from low-performing students. The qualitative analysis supports the inclusion of robotics as an avenue to promote student engagement and discussion as the students develop proportional reasoning skills. Overall, the inclusion of robotics was productive for learning; however, future studies should be completed, on larger student populations, as a means to validate the quantitative findings and continue to improve the curriculum via action research.

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