USING ROBOTICS AND ENGINEERING DESIGN INQUIRIES TO OPTIMIZE MATHEMATICS LEARNING FOR MIDDLE LEVEL TEACHERS: A CASE STUDY

Journal on Mathematics Education

Kimbeni Mansion¹  Norman Robinson²  Iman Chafik Chahine³ 

[1] Georgia State University, Atlanta;Illinois Mathematics and Science Academy, Chicago, IL;University of Massachusetts LowellSDL Research Unit- North West University-South Africa;

关键词: modelling;    robotics;    design thinking;    teaching efficacy;    problem solving;   

DOI  :  10.22342/jme.11.2.11099.319-332

来源: DOAJ

【 摘 要 】

This exploratory case study reports findings on 20 middle-level science and mathematics teachers’ perceptions of the effectiveness of a one-year project in which teachers engaged in using robotics and engineering design inquiries in their classrooms. Principled by Bandura’s Social Learning Theory (SLT) and using mixed methods approaches, the study measured teachers' efficacy through the Mathematics Teaching Efficacy Belief Instrument (MTEBI) and observation logs before and after the program. The results of this study showed statistically significant differences between PRE MTEBI and POST MTEBI scores. Furthermore, five themes emerged that illuminated potential affordances and constraints that teachers perceive as opportunities and barriers to employing robotics and design thinking in the mathematics/science classrooms. The reported themes are creating collaborative spaces underpinned by design thinking affords transformative learning; problem-solving through shared inquiry elevates confidence; building connections between mathematical concepts and real-life phenomenon supports a willingness to learn new ideas; system support, resources, and funding are prerequisites to engage in modeling design; and designated curriculum restrains teachers from engaging in extra activities that focus on design thinking.

【 授权许可】

Unknown