Teachers’ talk about Robotics : where is the Mathematics?

Abstract

Programming and the use of robotics present affordances for mathematics learning with application across a broad range of ages. However, realising these affordances in the classroom requires educators to recognise and build apron these potential opportunities for learning. This paper reports one component of a larger study, examining teacher discourse in semi-structured focus group as they review engagement with robotics. Data highlights limited engagement in mathematisation and the key role of mathematical pedagogic content knowledge (PCK).