Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge
Full Text (PDF)
Ricardo Silva 1 2 3 * , Cecília Costa 1 2 , Yelitza Freitas 3 , Fernando Martins 3 4 5 , Manuel Cebrián-de-la-Serna 6
More Detail
1 Escola de Ciências e Tecnologia, Universidade de Trás-os-Montes e Alto Douro, Vila Real, PORTUGAL2 CIDTFF–Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Aveiro, PORTUGAL3 Instituto Politécnico de Coimbra, Escola Superior de Educação de Coimbra, Coimbra, PORTUGAL4 Instituto de Telecomunicações, Delegação da Covilhã, Covilhã, PORTUGAL5 inED–Centro de Investigação e Inovação em Educação, Instituto Politécnico de Coimbra, Coimbra, PORTUGAL6 Catedrático de Tecnología Educativa, Universidad de Málaga, Málaga, SPAIN* Corresponding Author
Abstract
The scarcity of studies dedicated to the integration of educational robotics (ER) in teaching mathematical content, and the discomfort of teachers when integrating ER in their teaching practices make it pertinent to understand the development of the didactic knowledge of mathematics necessary to integrate ER in mathematics teaching practices during initial teacher training. This qualitative and interpretive study identifies the knowledge of the didactic dimension from the didactic-mathematical knowledge conceptual framework that is mobilized by pre-service teachers (PST) during the implementation of mathematical tasks that integrate ER during the practicum. Through content analysis of the data collected on the PST’s performance, we mapped the occurrence and co-occurrence based on the components of the didactic suitability criteria. From the results, we highlight: (i) the existence of a relationship between the mathematical knowledge needed to teach, knowledge of the mathematics curriculum, and knowledge of ER and how its integration in the teaching process can influence the learning process and (ii) the positive contribution of the implementation in the practicum of mathematical tasks that promote robot manipulation/programming at the same time as the exploration of the mathematical content for the development of the participants’ didactic knowledge of mathematics. A practical implication of our results is that these features should be part of future work dedicated to integrating ER in mathematics teaching practices of PST, aiming to assess their value in initial teacher training programs.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 20, Issue 10, October 2024, Article No: em2515
https://doi.org/10.29333/ejmste/15199
Publication date: 01 Oct 2024
Online publication date: 25 Sep 2024
Article Views: 476
Article Downloads: 237
Open Access References How to cite this articleReferences
- Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13, Article 920317. https://doi.org/10.3389/fpsyg.2022.920317
- Alqahtani, M. M., Hall, J. A., Leventhal, M., & Argila, A. N. (2022). Programming in mathematics classrooms: Changes in pre-service teachers’ intentions to integrate robots in teaching. Digital Experiences in Mathematics Education, 8(1), 70-98. https://doi.org/10.1007/s40751-021-00096-6
- Anwar, S., Bascou, N. A., Menekse, M., & Kardgar, A. (2019). A systematic review of studies on educational robotics. Journal of Pre-College Engineering Education Research, 9(2), 19-42. https://doi.org/10.7771/2157-9288.1223
- Arocena, I., Huegun-Burgos, A., & Rekalde-Rodriguez, I. (2022). Robotics and education: A systematic review. TEM Journal, 11(1) 379-387. https://doi.org/10.18421/TEM111-48
- Athanasiou, L., Mikropoulos, T. A., & Mavridis, D. (2019). Robotics interventions for improving educational outcomes–A meta-analysis. Communications in Computer and Information Science, 993, 91-102. https://doi.org/10.1007/978-3-030-20954-4_7
- Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
- Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978-988. https://doi.org/10.1016/j.compedu.2011.10.006
- Blum, W., Artigue, M., Mariotti, M. A., Sträßer, R., & Van den Heuvel-Panhuizen, M. (2019). European didactic traditions in mathematics: Introduction and overview. In W. Blum, M. Artigue, M. Mariotti, R. Sträßer, & M. Van den Heuvel-Panhuizen (Eds.), European traditions in didactics of mathematics (pp. 1-10). Springer. https://doi.org/10.1007/978-3-030-05514-1_1
- Breda, A. (2020). Características del análisis didáctico realizado por profesores para justificar la mejora en la enseñanza de las matemáticas [Characteristics of the didactic analysis carried out by teachers to justify the improvement in the teaching of mathematics]. Bolema: Boletim de Educação Matemática, 34(66), 69-88. https://doi.org/10.1590/1980-4415v34n66a04
- Breda, A., Pino-Fan, L. R., & Font, V. (2017). Meta didactic-mathematical knowledge of teachers: Criteria for the reflection and assessment on teaching practice. EURASIA Journal of Mathematics, Science and Technology Education, 13(6), 1893-1918. https://doi.org/10.12973/eurasia.2017.01207a
- Breda, A., Pochulu, M., Sánchez, A., & Font, V. (2021). Simulation of teacher interventions in a training course of mathematics teacher educators. Mathematics, 9(24), Article 3228. https://doi.org/10.3390/math9243228
- Casler-Failing, S. (2021). Learning to teach mathematics with robots: Developing the ‘T’ in technological pedagogical content knowledge. Research in Learning Technology, 29. https://doi.org/10.25304/rlt.v29.2555
- Castro, W. F., Pino-Fan, L., & Velásquez-Echavarría, H. (2018). A proposal to enhance preservice teacher’s noticing. EURASIA Journal of Mathematics, Science and Technology Education, 14(11), em1569. https://doi.org/10.29333/ejmste/92017
- Çebi, A., Özdemir, T. B., Reisoğlu, İ., & Çolak, C. (2022). From digital competences to technology integration: Re-formation of pre-service teachers’ knowledge and understanding. International Journal of Educational Research, 113, Article 101965. https://doi.org/10.1016/j.ijer.2022.101965
- Cevikbas, M., König, J., & Rothland, M. (2023). Empirical research on teacher competence in mathematics lesson planning: Recent developments. ZDM–Mathematics Education, 56, 101-113. https://doi.org/10.1007/s11858-023-01487-2
- Cobb, P., & Gravemeijer, K. (2008). Experimenting to support and understand learning processes. In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.), Handbook of design research methods in education. Innovations in science, technology, engineering and mathematics learning and teaching (pp. 68-95). Lawrence Erlbaum Associates.
- Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge. https://doi.org/10.4324/9781315456539
- Costa, C., Cabrita, I., Martins, F., Oliveira, R., & Lopes, J. B. (2021). Qual o papel dos artefactos digitais no ensino e na aprendizagem de matemática? [What is the role of digital artefacts in teaching and learning mathematics?] In V. Santos, I. Cabrita, T. B. Neto, M. Pinheiro, & J. B. Lopes (Eds.), Matemática com vida: Diferentes olhares sobre a tecnologia. UA Editora.
- Dong, W., Li, Y., Sun, L., & Liu, Y. (2023). Developing pre-service teachers’ computational thinking: A systematic literature review. International Journal of Technology and Design Education, 34, 191-227. https://doi.org/10.1007/s10798-023-09811-3
- Drijvers, P. (2015). Digital technology in mathematics education: Why it works (or doesn’t). In S. J. Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education (pp. 135-151). Springer. https://doi.org/10.1007/978-3-319-17187-6_8
- European Commission. (2020). Digital education action plan 2021-2027–Resetting education and training for the digital age. https://eur-lex.europa.eu/legal-content/EN/ALL/?uri=CELEX:52020DC0624
- European Commission. (2022). Guidelines for teachers and educators on tackling disinformation and promoting digital literacy through education and training. Publications Office of the European Union.
- Font, V., Sánchez, A., & Sala, G. (2022). Prospective teachers’ narrative analysis using the didactic-mathematical knowledge and competences model (DMKC). In Y. Chevallard, B. Barquero, M. Bosch, I. Florensa, J. Gascón, P. Nicolás, & N. Ruiz-Munzón (Eds.), Advances in the anthropological theory of the didactic (pp. 147-153). Springer. https://doi.org/10.1007/978-3-030-76791-4_13
- Gabriele, L., Tavernise, A., & Bertacchini, F. (2012). Active learning in a robotics laboratory with university students. In C. Wankel, & P. Blessinger (Eds.), Increasing student engagement and retention using immersive interfaces: Virtual worlds, gaming, and simulation: Vol. 6 part C (pp. 315-339). Emerald Group Publishing Limited. https://doi.org/10.1108/S2044-9968(2012)000006C014
- Gavrilas, L., Kotsis, K. T., & Papanikolaou, M.-S. (2024). Assessing teacher readiness for educational robotics integration in primary and preschool education. Education 3-13. https://doi.org/10.1080/03004279.2023.2300699
- Giacomone, B., Godino, J. D., & Beltrán-Pellicer, P. (2018). Desarrollo de la competencia de análisis de la idoneidad didáctica en futuros profesores de matemáticas [Development of the competency of analysis of didactic suitability in future mathematics teachers]. Educação e Pesquisa, 44(0). https://doi.org/10.1590/s1678-4634201844172011
- Godino, J. D. (2011). Indicadores de idoneidad didáctica de procesos de enseñanza y aprendizaje de las matemáticas [Indicators of didactic suitability of mathematics teaching and learning processes]. In Proceedings of the 13th Inter-American Conference on Mathematics Education.
- Godino, J. D., Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM, 39(1-2), 127-135. https://doi.org/10.1007/s11858-006-0004-1
- Godino, J. D., Burgos, M., & Gea, M. M. (2022). The onto-semiotic approach in mathematics education. Analyzing objects and meanings in mathematical practice. In Y. Chevallard, B. Barquero, M. Bosch, I. Florensa, J. Gascón, P. Nicolás, & N. Ruiz-Munzón (Eds.), Advances in the anthropological theory of the didactic (pp. 51-60). Springer. https://doi.org/10.1007/978-3-030-76791-4_5
- Gomes, P., Martins, M., Quaresma, M., Mata-Pereira, J., & da Ponte, J. P. (2022). Task design and enactment: Developing in-service and prospective teachers’ didactical knowledge in lesson study. EURASIA Journal of Mathematics, Science and Technology Education, 18(7), Article em2131. https://doi.org/10.29333/ejmste/12172
- Gomez, F. C., Trespalacios, J., Hsu, Y.-C., & Yang, D. (2022). Exploring teachers’ technology itegration self-efficacy through the 2017 ISTE standards. TechTrends, 66(2), 159-171. https://doi.org/10.1007/s11528-021-00639-z
- Huang, R., & Zbiek, R. M. (2017). Prospective secondary mathematics teacher preparation and technology. In The mathematics education of prospective secondary teachers around the world (pp. 17-23). Springer. https://doi.org/10.1007/978-3-319-38965-3_3
- Hummes, V., & Seckel, M. J. (2024). Advancing teacher reflective competence: Integrating lesson study and didactic suitability criteria in training. Frontiers in Education, 9, Article 1331199. https://doi.org/10.3389/feduc.2024.1331199
- Hummes, V., Breda, A., Font, V., & Seckel, M. J. (2023). Improvement of reflection on teaching practice in a training course that integrates the lesson study and criteria of didactical suitability. Journal of Higher Education Theory and Practice, 23(14). https://doi.org/10.33423/jhetp.v23i14.6395
- Jung, S. E., & Won, E. S. (2018). Systematic review of research trends in robotics education for young children. Sustainability, 10(4), Article 905. https://doi.org/10.3390/su10040905
- Kim, C., Kim, D., Yuan, J., Hill, R. B., Doshi, P., & Thai, C. N. (2015). Robotics to promote elementary education pre-service teachers’ STEM engagement, learning, and teaching. Computers and Education, 91, 14-31. https://doi.org/10.1016/j.compedu.2015.08.005
- Kim, S. A. (2019). Trends in robotics-related curricula of elementary, middle, and high schools in Korea: A review of the 2007, 2011 and 2015 revised curricula. Universal Journal of Educational Research, 7(5A), 114-128. https://doi.org/10.13189/ujer.2019.071513
- König, J., Bremerich-Vos, A., Buchholtz, C., Fladung, I., & Glutsch, N. (2020). Pre-service teachers’ generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education. European Journal of Teacher Education, 43(2), 131-150. https://doi.org/10.1080/02619768.2019.1679115
- Krippendorff, K. (2019). Content analysis: An introduction to its methodology. SAGE. https://doi.org/10.4135/9781071878781
- Kuckartz, U., & Rädiker, S. (2019). Introduction: Analyzing qualitative data with software. In Analyzing qualitative data with MAXQDA: Text, audio, and video (pp. 1-11). Springer. https://doi.org/10.1007/978-3-030-15671-8_1
- Kucuk, S., & Sisman, B. (2017). Behavioral patterns of elementary students and teachers in one-to-one robotics instruction. Computers and Education, 111, 31-43. https://doi.org/10.1016/j.compedu.2017.04.002
- Kuhl, P. K., Lim, S.-S., Guerriero, S., & van Damme, D. (2019). Developing minds in the digital age: Towards a science of learning for 21st century education. OECD Publishing. https://doi.org/10.1787/562a8659-en
- Lai, C., Wang, Q., & Huang, X. (2023). The evolution of the association between teacher technology integration and its influencing factors over time. Journal of Research on Technology in Education, 55(4), 727-747. https://doi.org/10.1080/15391523.2022.2030266
- Lopes, J. B., Silva, A. A., Cravino, J. P., Santos, C. A., Cunha, A., Pinto, A., Silva, A., Viegas, C., Saraiva, E., & Branco, M. J. (2014). Constructing and using multimodal narratives to research in science education: Contributions based on practical classroom. Research in Science Education, 44(3), 415-438. https://doi.org/10.1007/s11165-013-9381-y
- Mangina, E., Psyrra, G., Screpanti, L., & Scaradozzi, D. (2023). Robotics in the context of primary and pre-school education: A scoping review. IEEE Transactions on Learning Technologies, 17, 342-363. https://doi.org/10.1109/TLT.2023.3266631
- Matos, J. F. (2014). Princípios orientadores para o design de cenários de aprendizagem [Guiding principles for gesigning learning scenarios] Instituto de Educação.
- Miller, D. P., & Nourbakhsh, I. (2016). Robotics for Education. In B. Siciliano, & O. Khatib (Eds.), Springer handbook of robotics (pp. 2115-2134). Springer. https://doi.org/10.1007/978-3-319-32552-1_79
- Ministério da Educação. (2021a). Aprendizagens essenciais: Matemática [Essential learning: Mathematics]. Ministério da Educação.
- Ministério da Educação. (2021b). Aprendizagens essenciais: Matemática [Essential learning: Mathematics]. Ministério da Educação.
- Ministério da Educação. (2021c). Aprendizagens essenciais: Matemática. [Essential learning: Mathematics]. Ministério da Educação.
- Ministério da Educação. (2021d). Aprendizagens essenciais: Matemática [Essential learning: Mathematics]. Ministério da Educação.
- Misirli, A., & Komis, V. (2014). Robotics and programming concepts in early childhood education: A conceptual framework for designing educational scenarios. In C. Karagiannidis, P. Politis, & I. Karasavvidis (Eds.), Research on e-learning and ICT in education (pp. 99-118). Springer. https://doi.org/10.1007/978-1-4614-6501-0_8
- Moral-Sánchez, S. N., Ruiz Rey, F. J., & Cebrián-de-la-Serna, M. (2023). Analysis of artificial intelligence chatbots and satisfaction for learning in mathematics education. International Journal of Educational Research and Innovation, 20, 1-14. https://doi.org/10.46661/ijeri.8196
- NCTM. (2014). Principles to actions: Ensuring mathematical success for all. National Council of Teachers of Mathematics.
- OECD. (2019). Education policy outlook 2019: Working together to help students achieve their potential. OECD Publishing. https://doi.org/10.1787/2b8ad56e-en
- OECD. (2022). Mending the education divide: Getting strong teachers to the schools that need them most. OECD Publishing. https://doi.org/10.1787/92b75874-en
- Oliveira, D. S., Garcia, L. T. S., & Gonçalves, L. M. G. (2023). A systematic review on continuing education of teachers for educational robotics. Journal of Intelligent & Robotic Systems, 107. https://doi.org/10.1007/s10846-022-01804-z
- Parra-Urrea, Y. E., & Pino-Fan, L. R. (2022). Proposal to systematize the reflection and assessment of the teacher’s practice on the teaching of functions. Mathematics, 10(18), Article 3330. https://doi.org/10.3390/math10183330
- Pedro, A., Piedade, J., Matos, J. F., & Pedro, N. (2019). Redesigning initial teacher’s education practices with learning scenarios. International Journal of Information and Learning Technology, 36(3), 266-283. https://doi.org/10.1108/IJILT-11-2018-0131
- Piedade, J., Dorotea, N., Pedro, A., & Matos, J. F. (2020). On teaching programming fundamentals and computational thinking with educational robotics: A didactic experience with pre-service teachers. Education Sciences, 10(9), Article 214. https://doi.org/10.3390/educsci10090214
- Pino-Fan, L. R., Assis, A., & Castro, W. F. (2015). Towards a methodology for the characterization of teachers’ didactic-mathematical knowledge. EURASIA Journal of Mathematics, Science and Technology Education, 11(6), 1429-1456. https://doi.org/10.12973/eurasia.2015.1403a
- Pino-Fan, L. R., Castro, W. F., & Moll, V. F. (2023). A macro tool to characterize and develop key competencies for the mathematics teacher’ practice. International Journal of Science and Mathematics Education, 21(5), 1407-1432. https://doi.org/10.1007/s10763-022-10301-6
- Pino-Fan, L. R., Godino, J. D., & Font, V. (2018). Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: The case of the derivative. Journal of Mathematics Teacher Education, 21(1), 63-94. https://doi.org/10.1007/s10857-016-9349-8
- Plomp, T. (2013). Educational Design Research: A Introduction. In T. Plomp, & N. Nieveen (Eds.), Educational design research (pp. 10-51). SLO.
- Ramos, J. L. P., Espadeiro, R. G., & Monginho, R. (2022). Introdução à programação, robótica e ao pensamento computacional na educação pré-escolar e 1.o ciclo do ensino básico. Necessidades de formação de educadores e professores [Introduction to programming, robotics and computational thinking in pre-school education and 1st cycle of basic education. Training needs for educators and teachers]. Centro de Investigação em Educação e Psicologia da Universidade de Évora.
- Sala-Sebastià, G., Breda, A., & Farsani, D. (2022). Future early childhood teachers designing problem-solving activities. Journal on Mathematics Education, 13(2), 239-256. https://doi.org/10.22342/jme.v13i2.pp239-256
- Santos, J. M., & Castro, R. D. R. (2021). Technological pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), Article 100110. https://doi.org/10.1016/j.ssaho.2021.100110
- Sapounidis, T., & Alimisis, D. (2021). Educational robotics curricula: Current trends and shortcomings. In M. Malvezzi, D. Alimisis, & M. Moro (Eds.), Education in & with robotics to foster 21st-century skills. EDUROBOTICS 2021. Studies in computational intelligence (Vol. 982, pp. 127-138). Springer. https://doi.org/10.1007/978-3-030-77022-8_12
- Sapounidis, T., Tselegkaridis, S., & Stamovlasis, D. (2023). Educational robotics and STEM in primary education: A review and a meta-analysis. Journal of Research on Technology in Education, 56(4), 462-476. https://doi.org/10.1080/15391523.2022.2160394
- Scaradozzi, D., Screpanti, L., & Cesaretti, L. (2019). Towards a definition of educational robotics: A classification of tools, experiences and assessments. In L. Daniela (Ed.), Smart learning with educational robotics (pp. 63-92). Springer. https://doi.org/10.1007/978-3-030-19913-5_3
- Schina, D., Esteve-González, V., & Usart, M. (2021). An overview of teacher training programs in educational robotics: Characteristics, best practices and recommendations. Education and Information Technologies, 26, 2831-2852. https://doi.org/10.1007/s10639-020-10377-z
- Schina, D., Valls-Bautista, C., Borrull-Riera, A., Usart, M., & Esteve-González, V. (2021). An associational study: Preschool teachers’ acceptance and self-efficacy towards educational robotics in a pre-service teacher training program. International Journal of Educational Technology in Higher Education, 18, Article 28. https://doi.org/10.1186/s41239-021-00264-z
- Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, Article 106586. https://doi.org/10.1016/j.chb.2020.106586
- Seckel, M. J., & Font, V. (2020). Competencia reflexiva en formadores del profesorado de matemática [Reflective competence in mathematics teacher trainers]. Magis, Revista Internacional de Investigación en Educación, 12(25), 127-144. https://doi.org/10.11144/Javeriana.m12-25.crfp
- Seckel, M. J., Breda, A., Farsani, D., & Parra, J. (2022). Reflections of future kindergarten teachers on the design of a mathematical instruction process didactic sequences with the use of robots. EURASIA Journal of Mathematics, Science and Technology Education, 18(10), Article em2163. https://doi.org/10.29333/ejmste/12442
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.2307/1175860
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
- Silva, R., Costa, C., & Martins, F. (2024). Pre-service teachers’ perceptions towards integrating educational robotics in the primary school. EURASIA Journal of Mathematics, Science and Technology Education, 20(4), Article em2419. https://doi.org/10.29333/ejmste/14356
- Sophokleous, A., Christodoulou, P., Doitsidis, L., & Chatzichristofis, S. A. (2021). Computer vision meets educational robotics. Electronics, 10(6), Article 730. https://doi.org/10.3390/electronics10060730
- Souza, C. de, Júnior, A. S., & Barbosa, F. (2019). A interseção da robótica educacional e a matemática na formação inicial de professores: Reflexões acerca das conexões matemáticas [The intersection of educational robotics and mathematics in initial teacher training: Reflections on mathematical connections]. In N. Amado, A. P. Canavarro, S. Carreira, R. S. Ferreira, & I. Vale (Eds.), Livro de atas do EIEM 2019, encontro de investigação em educação matemática (pp. 387-400). SPIEM.
- Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313-340. https://doi.org/10.1080/10986060802229675
- Tabach, M., & Trgalová, J. (2019). The knowledge and skills that mathematics teachers need for ICT integration: The issue of standards. In G. Aldon, & J. Trgalová (Eds.), Technology in mathematics teaching: Selected papers of the 13th ICTMT Conference (pp. 183-203). Springer. https://doi.org/10.1007/978-3-030-19741-4_8
- Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and Teacher Education, 79, 101-110. https://doi.org/10.1016/j.tate.2018.12.012
- Tankiz, E., & Uslu, N. A. (2022). Preparing pre-service teachers for computational thinking skills and its teaching: A convergent mixed-method study. Technology, Knowledge and Learning, 28, 1515-1537. https://doi.org/10.1007/s10758-022-09593-y
- Toh, L. P. E., Causo, A., Tzuo, P. W., Chen, I. M., & Yeo, S. H. (2016). A review on the use of robots in education and young children. Educational Technology and Society, 19(2), 148-163.
- Tondeur, J., Van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134-150. https://doi.org/10.1016/j.compedu.2015.11.009
- Tzagkaraki, E., Papadakis, S., & Kalogiannakis, M. (2021). Exploring the use of educational robotics in primary school and its possible place in the curricula. In M. Malvezzi, D. Alimisis, & M. Moro (Eds.), Education in & with robotics to foster 21st-century skills (Vol. 982, pp. 216-229). Springer. https://doi.org/10.1007/978-3-030-77022-8_19
- Uslu, N. A., Yavuz, G. Ö., & Koçak Usluel, Y. (2022). A systematic review study on educational robotics and robots. Interactive Learning Environments, 31(9), 5874-5898. https://doi.org/10.1080/10494820.2021.2023890
- Wilson, M. L. (2023). The impact of technology integration courses on preservice teacher attitudes and beliefs: A meta-analysis of teacher education research from 2007-2017. Journal of Research on Technology in Education, 55(2), 252-280. https://doi.org/10.1080/15391523.2021.1950085
- You, H. S., Chacko, S. M., & Kapila, V. (2021). Examining the effectiveness of a professional development program: Integration of educational robotics into science and mathematics curricula. Journal of Science Education and Technology, 30, 567-581. https://doi.org/10.1007/s10956-021-09903-6
- Zha, S., Jin, Y., Wheeler, R., & Bosarge, E. (2022). A mixed-method cluster analysis of physical computing and robotics integration in middle-grade math lesson plans. Computers & Education, 190, Article 104623. https://doi.org/10.1016/j.compedu.2022.104623
- Zhong, B., & Xia, L. (2020). A systematic review on exploring the potential of educational robotics in mathematics education. International Journal of Science and Mathematics Education, 18, 79-101. https://doi.org/10.1007/s10763-018-09939-y
How to cite this article
APA
Silva, R., Costa, C., Freitas, Y., Martins, F., & Cebrián-de-la-Serna, M. (2024). Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2515. https://doi.org/10.29333/ejmste/15199
Vancouver
Silva R, Costa C, Freitas Y, Martins F, Cebrián-de-la-Serna M. Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge. EURASIA J Math Sci Tech Ed. 2024;20(10):em2515. https://doi.org/10.29333/ejmste/15199
AMA
Silva R, Costa C, Freitas Y, Martins F, Cebrián-de-la-Serna M. Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge. EURASIA J Math Sci Tech Ed. 2024;20(10), em2515. https://doi.org/10.29333/ejmste/15199
Chicago
Silva, Ricardo, Cecília Costa, Yelitza Freitas, Fernando Martins, and Manuel Cebrián-de-la-Serna. "Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 10 (2024): em2515. https://doi.org/10.29333/ejmste/15199
Harvard
Silva, R., Costa, C., Freitas, Y., Martins, F., and Cebrián-de-la-Serna, M. (2024). Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2515. https://doi.org/10.29333/ejmste/15199
MLA
Silva, Ricardo et al. "Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 10, 2024, em2515. https://doi.org/10.29333/ejmste/15199