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About

Elsa Fernandes is a pioneering researcher in mathematics education, best known for integrating robotics as a mediating tool to teach mathematical concepts, particularly functions and proportionality, to K-8 students. Her work, grounded in situated learning theories and activity theory, demonstrates how hands-on, robot-based activities transform abstract mathematical ideas into tangible, participatory experiences. Her most cited paper, "Using Robots to Learn Functions in Math Class" (2004, 16 citations), established a foundation for this approach, while subsequent studies like "The Robot Race: Understanding Proportionality as a Function with Robots" (2010, 4 citations) and "Proporcionalidade directa como função" (2019, 6 citations) deepened insights into student learning processes. Fernandes has also explored the development of statistical literacy and problem-solving skills through robotics, as seen in "Literacia, Raciocínio e Pensamento Estatístico com Robots" (2019, 4 citations). Her contributions extend to designing learning scenarios for STEM education, with recent works emphasizing collaborative, community-based learning. With a career spanning over two decades, Fernandes has shaped a unique niche where technology and pedagogy converge, offering educators practical, evidence-based strategies to make mathematics engaging and accessible. Her research continues to inspire new generations of learners and teachers alike.