Understanding One Elementary Teacher’s Use of Argumentation in Programming and Robotics Integrated Mathematics Lesson Planning

• In Event: Ambitious Mathematics Teaching Enacting Play and Rough Drafts

Abstract

The purpose of this study was to examine how an elementary teacher incorporates programming and robotics (PR) into mathematics lessons focusing on argumentation. To understand her lesson design, we also explored the teacher’s beliefs about using argumentation in PR-integrated mathematics classrooms. The teacher participated twice in a professional learning course, where participating teachers learned to program robots and integrate argumentation into mathematics and PR. Our analysis results showed that the teacher intentionally designed lessons by including group-based activities and high-cognitive PR-integrated mathematics tasks to foster student engagement in argumentation. Further research is needed to explore how the teacher enacts her lesson plans in a classroom and what support she may need to promote argumentation during lesson enactment.

Authors

• Hyejin Park, Drake University

• Tugba Boz, University of North Dakota

• ChanMin Kim, Pennsylvania State University