Teachers’ talk about Robotics: where is the Mathematics?

Annie Savard; Kate Highfield

Teachers’ talk about Robotics: where is the Mathematics?

Annie Savard, Kate Highfield

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

Abstract

Programming and the use of robotics present affordances for mathematics learning with application across a broad range of ages. However, realising these affordances in the classroom requires educators to recognise and build apron these potential opportunities for learning. This paper reports one component of a larger study, examining teacher discourse in semi-structured focus group as they review engagement with robotics. Data highlights limited engagement in mathematisation and the key role of mathematical pedagogic content knowledge (PCK).

Original language	English
Title of host publication	Mathematics education in the margins
Subtitle of host publication	proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA38)
Editors	Margaret Marshman, Vince Geiger, Anne Bennison
Place of Publication	Sunshine Coast
Publisher	MERGA
Pages	540-546
Number of pages	7
ISBN (Print)	9781920846282
Publication status	Published - 2015
Event	Annual Conference of the Mathematics Education Research Group of Australasia (38th : 2015) - Sunshine Coast Duration: 28 Jun 2015 → 2 Jul 2015

Conference

Conference	Annual Conference of the Mathematics Education Research Group of Australasia (38th : 2015)
City	Sunshine Coast
Period	28/06/15 → 2/07/15

Access to Document

http://www.merga.net.au/node/38?year=2015

Cite this

@inproceedings{af542f09ea6f4ee380b5ad144146d11c,

title = "Teachers{\textquoteright} talk about Robotics: where is the Mathematics?",

abstract = "Programming and the use of robotics present affordances for mathematics learning with application across a broad range of ages. However, realising these affordances in the classroom requires educators to recognise and build apron these potential opportunities for learning. This paper reports one component of a larger study, examining teacher discourse in semi-structured focus group as they review engagement with robotics. Data highlights limited engagement in mathematisation and the key role of mathematical pedagogic content knowledge (PCK).",

author = "Annie Savard and Kate Highfield",

year = "2015",

language = "English",

isbn = "9781920846282",

pages = "540--546",

editor = "Margaret Marshman and Vince Geiger and Anne Bennison",

booktitle = "Mathematics education in the margins",

publisher = "MERGA",

address = "Australia",

note = "Annual Conference of the Mathematics Education Research Group of Australasia (38th : 2015) ; Conference date: 28-06-2015 Through 02-07-2015",

}

Savard, A & Highfield, K 2015, Teachers’ talk about Robotics: where is the Mathematics? in M Marshman, V Geiger & A Bennison (eds), Mathematics education in the margins: proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA38). MERGA, Sunshine Coast, pp. 540-546, Annual Conference of the Mathematics Education Research Group of Australasia (38th : 2015), Sunshine Coast, 28/06/15. <http://www.merga.net.au/node/38?year=2015>

Teachers’ talk about Robotics: where is the Mathematics? / Savard, Annie; Highfield, Kate.
Mathematics education in the margins: proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA38). ed. / Margaret Marshman; Vince Geiger; Anne Bennison. Sunshine Coast: MERGA, 2015. p. 540-546.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

TY - GEN

T1 - Teachers’ talk about Robotics

T2 - Annual Conference of the Mathematics Education Research Group of Australasia (38th : 2015)

AU - Savard, Annie

AU - Highfield, Kate

PY - 2015

Y1 - 2015

N2 - Programming and the use of robotics present affordances for mathematics learning with application across a broad range of ages. However, realising these affordances in the classroom requires educators to recognise and build apron these potential opportunities for learning. This paper reports one component of a larger study, examining teacher discourse in semi-structured focus group as they review engagement with robotics. Data highlights limited engagement in mathematisation and the key role of mathematical pedagogic content knowledge (PCK).

AB - Programming and the use of robotics present affordances for mathematics learning with application across a broad range of ages. However, realising these affordances in the classroom requires educators to recognise and build apron these potential opportunities for learning. This paper reports one component of a larger study, examining teacher discourse in semi-structured focus group as they review engagement with robotics. Data highlights limited engagement in mathematisation and the key role of mathematical pedagogic content knowledge (PCK).

M3 - Conference proceeding contribution

SN - 9781920846282

SP - 540

EP - 546

BT - Mathematics education in the margins

A2 - Marshman, Margaret

A2 - Geiger, Vince

A2 - Bennison, Anne

PB - MERGA

CY - Sunshine Coast

Y2 - 28 June 2015 through 2 July 2015

ER -

Teachers’ talk about Robotics: where is the Mathematics?

Abstract

Conference

Access to Document

Fingerprint

Cite this