Robotic toys as a catalyst for mathematical problem solving

Kate Highfield

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    Abstract

    The article discusses a series of tasks in which robotic toys such as Pro-bots and Bee-bots are used as tools to develop the mathematical and metacognitive skills of young children. It states that the tasks provide motivating contexts to engage children in multiple mathematical processes and promote meaningful learning. It suggests that the inter-relating and integrating concepts, multifaceted approach, skills and processes through the dynamic tasks could promote rich mathematical thinking.
    Original languageEnglish
    Pages (from-to)22-27
    Number of pages6
    JournalAustralian primary mathematics classroom
    Volume15
    Issue number2
    Publication statusPublished - 2010

    Bibliographical note

    Version originally published as Highfield, K (2010) Robotic toys as a catalyst for mathematical problem solving. Australian primary mathematics classroom, 15:2, 22-27. Version archived for private and non-commercial use with the permission of the author and according to publisher conditions. For further reproduction rights please contact the publisher at http://www.aamt.edu.au/.

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