Using Robotics and Engineering Design Inquiries to Optimize Mathematics Learning for Middle Level Teachers: A Case Study

Autor/inn/en	Chahine, Iman Chafik; Robinson, Norman; Mansion, Kimbeni
Titel	Using Robotics and Engineering Design Inquiries to Optimize Mathematics Learning for Middle Level Teachers: A Case Study
Quelle	In: Journal on Mathematics Education, 11 (2020) 2, S.319-332 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	Mathematics Instruction; Teaching Methods; Robotics; Engineering; Design; Inquiry; Middle School Teachers; Science Instruction; Program Effectiveness; Self Efficacy; Barriers; Cooperative Learning; Transformative Learning; Relevance (Education); Faculty Development; Georgia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Robotertechnik; Maschinenbau; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; Kooperatives Lernen; Pädagogische Transformation; Relevance; Relevanz
Abstract	This exploratory case study reports findings on 20 middle-level science and mathematics teachers' perceptions of the effectiveness of a one-year project in which teachers engaged in using robotics and engineering design inquiries in their classrooms. Principled by Bandura's Social Learning Theory (SLT) and using mixed methods approaches, the study measured teachers' efficacy through the Mathematics Teaching Efficacy Belief Instrument (MTEBI) and observation logs before and after the program. The results of this study showed statistically significant differences between PRE MTEBI and POST MTEBI scores. Furthermore, five themes emerged that illuminated potential affordances and constraints that teachers perceive as opportunities and barriers to employing robotics and design thinking in the mathematics/science classrooms. The reported themes are creating collaborative spaces underpinned by design thinking affords transformative learning; problem-solving through shared inquiry elevates confidence; building connections between mathematical concepts and real-life phenomenon supports a willingness to learn new ideas; system support, resources, and funding are prerequisites to engage in modeling design; and designated curriculum restrains teachers from engaging in extra activities that focus on design thinking. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://ejournal.unsri.ac.id/index.php/jme/issue/view/408
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01