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ERIC Number: EJ891802
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: ISSN-1326-0286
Robotic Toys as a Catalyst for Mathematical Problem Solving
Highfield, Kate
Australian Primary Mathematics Classroom, v15 n2 p22-27 2010
Robotic toys present unique opportunities for teachers of young children to integrate mathematics learning with engaging problem-solving tasks. This article describes a series of tasks using Bee-bots and Pro-bots, developed as part a larger project examining young children's use of robotic toys as tools in developing mathematical and metacognitive skills. The tasks provide motivating contexts to promote meaningful learning and engage children in multiple mathematical processes. The toys serve as catalysts, providing unique opportunities for tasks focusing on dynamic movement. The development of tasks that have multiple solutions engenders flexible thinking and encourages reflective processes. Furthermore, the nature of the toys promotes playful and sustained engagement with challenging mathematical concepts. (Contains 3 figures and 3 tables.)
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A