Teaching Proportions With LEGO Robotics in a Seventh-Grade Mathematics Class

• In Event: Marriott Roundtable Session 11
  In Roundtable Session: Improving Mathematics Curriculum, Teaching, and Learning: Focus on Number and Operations

Abstract

An action research case study was conducted to investigate the influence of incorporating LEGO robotics into a seventh-grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. This study applied students’ prior knowledge of the distance, rate, and time formula as they gathered and applied information to different iterations, and structures, of the formula. The purposefully designed lessons supported the development of the students’ understanding of the proportionality existing among the variables. The data provides evidence of the development of proportional reasoning skills with the greatest increase being from low-performing students. This research supports the inclusion of robotics as an avenue to promote student engagement and discussion as the students develop their understanding.

Author

• Shelli L Casler-Failing, Georgia Southern University