Responding to the challenges of instrumental orchestration through physical and virtual robotics

It has been recognised that the general lack of enjoyment of institutional mathematics learning at the secondary level is one of the basic reasons behind the bad reputation of mathematics in society. Increasing students' motivation to learn mathematics through enjoyment and playing, especially in their free time, might therefore be a relevant research focus. This paper considers robot-based investigation spaces for students at the secondary level and the transition from secondary to tertiary level education (or from compulsory to non-compulsory mathematics education) which allow them to explore the facility of real and virtual environments to create behaviours which are both meaningful to them and which naturally motivate a greater use of mathematical language to describe and predict these behaviours more precisely. The value of these environments is assessed from the perspective of the challenges of instrumental orchestration.

[1]  Wynne Harlen,et al.  A systematic review of the impact on students and teachers of the use of ICT for the assessment of critical and creative thinking skills (EPPI-Centre Review) , 2003 .

[2]  Blaine A. Price,et al.  Using Robotics to Motivate ‘Back Door’ Learning , 2004, Education and Information Technologies.

[3]  P. Samuels,et al.  Real and virtual robotics in mathematics education at the school–university transition , 2012 .

[4]  Peter Samuels.  Motivating Mathematics Learning through an Integrated Technology Enhanced Learning Environment , 2010 .

[5]  Seymour Papert,et al.  Mindstorms: Children, Computers, and Powerful Ideas , 1981 .

[6]  M. Prensky.  Digital Natives, Digital Immigrants Part 1 , 2001 .

[7]  J. Stigler,et al.  The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Mathematics Instruction in Germany, Japan, and the United States. A Research and Development Report. , 1999 .

[8]  John Millar Carroll.  The Nurnberg Funnel: Designing Minimalist Instruction for Practical Computer Skill , 1990 .

[9]  Vince Geiger,et al.  A social perspective on technology-enhanced mathematical learning: from collaboration to performance , 2010 .

[10]  Bernd Zimmermann,et al.  A VERSATILE TOOL TO PROMOTE LINK BETWEEN CREATIVE PRODUCTION AND CONCEPTUAL UNDERSTANDING , 2006 .

[11]  Karen B. Givvin,et al.  Teaching Mathematics in Seven Countries: Results From the TIMSS 1999 Video Study , 2003 .

[12]  Scott J Turner,et al.  Problem solving and creativity for undergraduate engineers: process or product? , 2008 .

[13]  Martin Oliver,et al.  How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? , 2006, Comput. Educ..

[14]  Marcelo de Carvalho Borba,et al.  Humans-with-Media and the Reorganization of Mathematical Thinking: Information and Communication Technologies, Modeling, Visualization and Experimentation , 2006 .

[15]  Henrik Hautop Lund,et al.  Designing modular robotic playware , 2009, RO-MAN 2009 - The 18th IEEE International Symposium on Robot and Human Interactive Communication.

[16]  Andrea A. Disessa,et al.  Artificial worlds and real experience , 1986 .

[17]  Patricia L. Rogers,et al.  Designing Instruction for Technology-Enhanced Learning , 2002 .

[18]  湯淺 太一,et al.  20世紀の名著名論:Seymour Papert: Mindstorms:Children Computers and Powerful Ideas Basic Books New York 1980 , 2005 .

[19]  Lenni Haapasalo.  Adapting Mathematics Education to the Needs of ICT , 2007 .

[20]  M. Prensky.  Digital Natives, Digital Immigrants , 2001 .

[21]  Lenni Haapasalo,et al.  Two Types of Mathematical Knowledge and Their Relation , 2000 .

[22]  E. Glasersfeld.  Radical constructivism in mathematics education , 2002 .

[23]  D. Dörner.  Problemlösen als Informationsverarbeitung , 1987 .

[24]  Judy Robertson,et al.  Computer game design: Opportunities for successful learning , 2008, Comput. Educ..

[25]  Ben Shneiderman,et al.  Relate-Create-Donate: a teaching/learning philosophy for the cyber-generation , 1998, Comput. Educ..

[26]  J. Johnson,et al.  Children, robotics, and education , 2003, Artificial Life and Robotics.

[27]  Paul Black,et al.  A Systematic Review of the Impact on Students and Teachers of the Use of ICT for Assessment of Creative and Critical Thinking Skills , 2003 .

[28]  Luc Trouche,et al.  Managing the Complexity of Human/Machine Interactions in Computerized Learning Environments: Guiding Students’ Command Process through Instrumental Orchestrations , 2004, Int. J. Comput. Math. Learn..

[29]  Aaron Striegel,et al.  Problem-based learning in an introductory computer engineering course , 2002, 32nd Annual Frontiers in Education.

[30]  Janet L. Kolodner,et al.  Learning by Design from Theory to Practice , 1998 .

[31]  Lenni Haapasalo.  Perspectives on Instrumental Orchestration and Assessment - from Challenges to Opportunities , 2008 .

[32]  David Tall,et al.  Symbols and the Bifurcation Between Procedural and Conceptual Thinking , 2001 .

[33]  G. Lakoff,et al.  Where mathematics comes from : how the embodied mind brings mathematics into being , 2002 .

[34]  M. Prensky.  Do They Really Think Differently , 2001 .

[35]  Abhijit Nagchaudhuri,et al.  LEGO robotics products boost student creativity in precollege programs at UMES , 2002, 32nd Annual Frontiers in Education.