Robotic toys as a catalyst for mathematical problem solving

Kate Highfield

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 language	English
Pages (from-to)	22-27
Number of pages	6
Journal	Australian primary mathematics classroom
Volume	15
Issue number	2
Publication status	Published - 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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Publisher version (open access)Final published version, 256 KBLicence: Unspecified

Cite this

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title = "Robotic toys as a catalyst for mathematical problem solving",

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.",

author = "Kate Highfield",

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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PY - 2010

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N2 - 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.

AB - 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.

M3 - Article

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VL - 15

SP - 22

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JO - Australian primary mathematics classroom

JF - Australian primary mathematics classroom

IS - 2

ER -

Robotic toys as a catalyst for mathematical problem solving

Abstract

Bibliographical note

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