Mathematical embodiment through robotics activities

Abstract

This naturalistic phenomenological study looked at the emergence of mathematical understanding in middle school students as they engaged in open-ended robotics activities. The study chronicled the mathematics they used, the mathematics they perceived themselves to be using, and the opportunities for the embodiment of mathematics understandings as they engaged in meaningful open-ended problem solving activities using robots. In addition, the study sought to understand how the students cooperatively organized their efforts and negotiated meaning as they solved complex tasks.