Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1061
Title: Making Mathematical Meaning through Robot Enactment of Mathematical Constructs
Authors: Sutherland, Scot
White, Tobin
Huang, Jason
Cheng, Harry
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Sutherland, S., White, T., Huang, J., & Cheng, H. (2014). Making Mathematical Meaning through Robot Enactment of Mathematical Constructs. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1609-1610.
Abstract: Learners of algebra struggle to understand the meaning of the symbolic and graphical representations they encounter. This paper explores the possibility of using robot enactment of mathematical constructs as a surrogate to support mathematical meaning making. We describe the Number Line activity design in a classroom network of handheld devices informed by the results of a pilot study indicating that students connected mathematical values to robot position and the sign of a value to robot motion.
URI: https://doi.dx.org/10.22318/icls2014.1609
https://repository.isls.org//handle/1/1061
Appears in Collections:ICLS2014

Files in This Item:
File SizeFormat 
1609-1610.pdf202.81 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.