THE ROBOT RACE: UNDERSTANDING PROPORTIONALITY AS A FUNCTION WITH ROBOTS IN MATHEMATICS CLASS

Abstract

This paper presents and discusses the use of robots to help 8 th grade students learn mathematics. An interpretative methodology was used and data analyses were supported by Situated Learning Theories and Activity Theory. These tools allowed the accurate description and analysis of student’s practices in mathematics classes. The results indicate that the use of robots to study proportionality as a function aided and supported student learning.