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Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge

2024-10-01Artigo científico Acesso aberto
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dc.contributor.authorSilva, Ricardo
dc.contributor.authorCosta, Cecília
dc.contributor.authorFreitas, Yelitza
dc.contributor.authorMartins, Fernando Manuel Lourenço
dc.contributor.authorCebrián-de-la-Serna, Manuel
dc.date.accessioned2026-02-23T15:59:44Z
dc.date.available2026-02-23T15:59:44Z
dc.date.issued2024-10-01
dc.description.abstractThe scarcity of studies dedicated to the integration of educational robotics (ER) in teaching mathematical content, and the discomfort of teachers when integrating ER in their teaching practices make it pertinent to understand the development of the didactic knowledge of mathematics necessary to integrate ER in mathematics teaching practices during initial teacher training. This qualitative and interpretive study identifies the knowledge of the didactic dimension from the didactic-mathematical knowledge conceptual framework that is mobilized by pre-service teachers (PST) during the implementation of mathematical tasks that integrate ER during the practicum. Through content analysis of the data collected on the PST’s performance, we mapped the occurrence and co-occurrence based on the components of the didactic suitability criteria. From the results, we highlight: (i) the existence of a relationship between the mathematical knowledge needed to teach, knowledge of the mathematics curriculum, and knowledge of ER and how its integration in the teaching process can influence the learning process and (ii) the positive contribution of the implementation in the practicum of mathematical tasks that promote robot manipulation/programming at the same time as the exploration of the mathematical content for the development of the participants’ didactic knowledge of mathematics. A practical implication of our results is that these features should be part of future work dedicated to integrating ER in mathematics teaching practices of PST, aiming to assess their value in initial teacher training programs.eng
dc.description.sponsorship2020.06821.BD (DOI identifierhttps://doi.org/10.54499/2020.06821.BD)
dc.identifier.citationSilva, R., Costa, C., Freitas, Y., Martins, F., & Cebrián-de-la-Serna, M. (2024). Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2515. https://doi.org/10.29333/ejmste/15199
dc.identifier.doi10.29333/ejmste/15199
dc.identifier.issn1305-8215
dc.identifier.issn1305-8223
dc.identifier.urihttp://hdl.handle.net/10400.26/61832
dc.language.isoeng
dc.peerreviewedyes
dc.publisherModestum Ltd
dc.relationUIDB/00194/2020
dc.relationUIDB/05198/2020
dc.relationUIDB/50008/2020
dc.relation.ispartofEurasia Journal of Mathematics, Science and Technology Education
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectmathematics education
dc.subjecteducational robotics
dc.subjectinitial teacher training
dc.subjectpracticum
dc.subjectdidactic suitability criteria
dc.titleEducational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledgeeng
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage22
oaire.citation.issue10
oaire.citation.startPage1
oaire.citation.titleEurasia Journal of Mathematics, Science and Technology Education
oaire.citation.volume20
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNameMartins
person.givenNameFernando Manuel Lourenço
person.identifier0000000070715256
person.identifier.ciencia-id8512-5BB4-6DFD
person.identifier.orcid0000-0002-1812-2300
person.identifier.ridAAK-6934-2020
person.identifier.scopus-author-id57217191490
relation.isAuthorOfPublication805fc13a-0e76-4f11-9d4c-0dc177f8145c
relation.isAuthorOfPublication.latestForDiscovery805fc13a-0e76-4f11-9d4c-0dc177f8145c

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