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|Title:||Making Mathematical Meaning through Robot Enactment of Mathematical Constructs|
|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.|
|Appears in Collections:||ICLS2014|
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