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dc.contributor.authorForsström, Sanna Erika
dc.contributor.authorAfdal, Geir Sigmund
dc.date.accessioned2020-06-04T10:48:57Z
dc.date.available2020-06-04T10:48:57Z
dc.date.created2019-11-26T08:42:15Z
dc.date.issued2019-11-22
dc.identifier.citationDigital Experiences in Mathematics Education. 2020, 6 (1), 30-50.en_US
dc.identifier.issn2199-3246
dc.identifier.urihttps://hdl.handle.net/11250/2656533
dc.description.abstractThere are several countries that integrate programming into their mathematics curricula, thereby making robotics an interesting aspect of mathematics education. However, the benefits of using robotics for mathematics education are still unclear. This article addresses the use of mathematical tools with robot-based, problem-solving activities by discussing how mathematical tools are used in robot-based activities. This ethnographic intervention study took place in one secondary school in Norway as a part of an elective class in which videotaped data were gathered by observing the activity of groups of two or three students using Lego Mindstorm robots during an eight-week period. Through the use of activity system analysis in Cultural–Historical Activity Theory, we found that students used different kinds of mathematical tools. Furthermore, we found that mathematics can change its role from instrumental tool to object, that is, to an integrated aspect of the purpose of the activity.en_US
dc.language.isoengen_US
dc.publisherSpringer Natureen_US
dc.subjectRobotsen_US
dc.subjectMathematics educationen_US
dc.subjectCultural–historical activity theoryen_US
dc.subjectActivity system analysisen_US
dc.subjectMathematical toolsen_US
dc.subjectObject of activityen_US
dc.titleLearning mathematics through activities with robotsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionacceptedVersionen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.source.pagenumber30-50en_US
dc.source.volume6en_US
dc.source.journalDigital Experiences in Mathematics Educationen_US
dc.source.issue1en_US
dc.identifier.doi10.1007/s40751-019-00057-0
dc.identifier.cristin1752169
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.fulltextpostprint
cristin.qualitycode1


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