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The Effects of Integrating LEGO Robo...

Casler-Failing, Shelli L.

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The Effects of Integrating LEGO Robotics into a Mathematics Curriculum to Promote the Development of Proportional Reasoning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Integrating LEGO Robotics into a Mathematics Curriculum to Promote the Development of Proportional Reasoning./
Author:	Casler-Failing, Shelli L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	165 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10204060
ISBN:	9780355133530

The Effects of Integrating LEGO Robotics into a Mathematics Curriculum to Promote the Development of Proportional Reasoning.
Casler-Failing, Shelli L.

The Effects of Integrating LEGO Robotics into a Mathematics Curriculum to Promote the Development of Proportional Reasoning. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 165 p.

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2017.

This mixed methods, action research case study sought to investigate the effects of incorporating LEGO robotics into a seventh grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. Quantitative data was collected via pre- and post-tests from the mathematics class of six students. Qualitative data was collected from each of the students as they worked in groups of two to complete purposefully designed investigations, activities, from whole class discussions, and student artifacts. In addition, four students were purposefully chosen to participate as embedded case studies. The quantitative analysis showed development of proportional reasoning skills with the greatest increase being from low-performing students. The qualitative analysis supports the inclusion of robotics as an avenue to promote student engagement and discussion as the students develop proportional reasoning skills. Overall, the inclusion of robotics was productive for learning; however, future studies should be completed, on larger student populations, as a means to validate the quantitative findings and continue to improve the curriculum via action research.

ISBN: 9780355133530Subjects--Topical Terms:

684418
Curriculum development.

The Effects of Integrating LEGO Robotics into a Mathematics Curriculum to Promote the Development of Proportional Reasoning.
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245 1 4 $a The Effects of Integrating LEGO Robotics into a Mathematics Curriculum to Promote the Development of Proportional Reasoning.
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300 $a 165 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Caroline Williams-Pierce.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2017.
520 $a This mixed methods, action research case study sought to investigate the effects of incorporating LEGO robotics into a seventh grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. Quantitative data was collected via pre- and post-tests from the mathematics class of six students. Qualitative data was collected from each of the students as they worked in groups of two to complete purposefully designed investigations, activities, from whole class discussions, and student artifacts. In addition, four students were purposefully chosen to participate as embedded case studies. The quantitative analysis showed development of proportional reasoning skills with the greatest increase being from low-performing students. The qualitative analysis supports the inclusion of robotics as an avenue to promote student engagement and discussion as the students develop proportional reasoning skills. Overall, the inclusion of robotics was productive for learning; however, future studies should be completed, on larger student populations, as a means to validate the quantitative findings and continue to improve the curriculum via action research.
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