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About

Krista Francis is a mathematics education researcher whose work sits at the dynamic intersection of spatial reasoning, enactivism, and educational robotics. She is perhaps best known for her theoretical contributions applying enactivist frameworks to mathematics education, arguing that spatial reasoning develops through embodied, experiential engagement rather than abstract instruction alone. Her 2014 and 2015 papers — accumulating nearly 70 citations combined — established enactivism as a productive lens for understanding how children reason spatially, particularly through hands-on technology use. A defining thread throughout Francis's career is her innovative use of LEGO Mindstorms robotics as a pedagogical tool. Her research demonstrates that coding robots are not merely vehicles for computational thinking but rich environments for developing arithmetic, number sense, and spatial reasoning. Her 2018 paper on robotics and arithmetic (25 citations) exemplifies this integrative vision, revealing meaningful common ground between programming and foundational mathematics learning. Francis's longitudinal work, including her 2021 study on the malleability of spatial reasoning across robotics interventions, strengthens the evidence base for sustained robotics programs in schools. Across her career, she has championed the idea that playful, technology-mediated experiences can transform how children engage with core mathematical concepts.