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LEGO ROBOTICS TO ENHANCE MATHEMATICS LEARNING
ISTE Workshop 2017
Dr. Steve Coxon and Dr. Rebecca Dohrman
Download LEGO WeDo 2.0
We will work in groups of 3-4
SCHEDULE12:30-12:45 Overview of the Children using Robotics for Engineering, Science, Technology, and Math (CREST-M) project 12:45-1:05 Orientation to coding for LEGO WeDo 1:05-1:45 Program robots in small groups1:45-2 Discussion: Math and WeDo 2.0
CREST-M: Children using Robotics for Engineering, Science, Technology and
Math1. Creates math-focused STEM curriculum
with robotics and a storyline featuring diverse characters
2. Trained 33 teachers and 140 elementary students over two years
3. Large improvements in math achievement4. Reduced stereotypes5. Wide dissemination in St. Louis with
Washington University’s MySci and LittleBit
6. National publication forthcoming
Integrated Curriculum Model (ICM)
AdvancedContent
Dimension
Process-Product Dimension
Concepts, Issues, Themes
Dimension
(VanTassel-Baska, 1986)
• 15 lessons; 20-30 hours of instruction• CCSS: Math aligned• Year 1: Measurement for 4th grade (adv. 3rd)
– Concept of Engineer– Engineering design loop
• Year 2: Fractions for 5th grade (adv. 4th)– Concept of Scientist– PBL Science extension (milkweed)
• Year 3: TBD for 3rd grade (adv. 2nd)
5
Overview
Conceptual development
Engineer
1. Examples(Everything you can think of about
engineers and engineering)
2. Non- Examples(Everything you can think of that is NOT about
engineers and engineering)
3. Definition(What is an engineer?)
Coxon 2015, Based on Taba, 1962
Problem-solving processRead the problem carefully
• What is the question? Will drawing a picture or chart help solve it?
Circle key numbers
• Look for both numerals (such as 9) and words (such as nine). Which numbers are needed for this problem?
Determine number of
steps• Does the problem ask for
1 step or more?
Determine the
operation(s)
• Is the step asking you to add (+), subtract (-), multiply (x), or divide (÷)? Look for key words "more" or "sum" (+), "less" or "fewer" (-), "times" or "product" (x), "per," "split," or "shared" (÷).
Solve and check
• Does the answer make sense?
Coxon, 2015
Engineering design process
Coxon, 2015
Curriculum Sample
Curriculum Sample
• 80 children• 16 teachers (PD), 4 expert teachers• Pre- and Post- Draw-a-Scientist
Assessment • Pre- and Post- Math Assessments• CogAT• Focus Group Data
11
Data Collection
12
Qualitative Research Results: Ex. 1
13
Qualitative Research Results: Ex. 2
14
Qualitative Research Results: Ex. 3
Qualitative Research Results: Ex. 4
Quantitative Research Results
• Year 1: ~20 hours of treatment; significant and meaningful gains on a pre- to post-assessment of CCSS-math aligned measurement (Cohen’s d = 0.39)– Control group did not make significant gains
• Year 2: ~30 hours of treatment; significant and meaningful gains on a pre- to post-assessment of CCSS-math aligned fractions (Cohen’s d = 0.72)
Robotics/Education Overview• Extensive use in science
education• Great tool to teach coding to
children• Fosters growth mindset• FIRST LEGO League (FLL) and
Jr. FLL (JFLL) participation raises creativity scores among students on F/RL
• FLL and JFLL increase interest in college and STEM Careers
• FLL participation raises spatial ability scores, especially for boys and students on F/RL
• (Coxon, 2012)
WeDoProgramming LanguageShortcuts
Time to program!
• The Task: Program 2-3 of the pre-built WeDo robots to do a particular task:– Program the rover to go forward until it “sees”
something, make a sound, then go backward for a specific distance
– Program the frog to go forward until you adjust the tilt sensor, make a sound, then go backward until you adjust the tilt sensor again
– Have the one “turn” vehicle turn when you adjust the tilt sensor
– PLAY as time allows!
Teaching Math Using Robotics
• Measurement (distance)• Angles• LEGO fractions• Decimals• Time• Coordinate grids• Negative numbers
Small Group Conversation/Extension
• In small groups, brainstorm further ideas for teaching math concepts using robotics.
• Be prepared to share with the whole group.
