This presentation will allow participants to become middle school mathematics students as they apply their understanding of absolute value through the use of LEGO robots. A classroom lesson will be conducted (with the participants playing the role of the student) to show how LEGO robots can be an engaging tool to create collaboration among students as well as support the understanding of concepts. Participants will work in groups of 2-3 to operate a robot along a number line and record data on a task sheet as the robot moves forward or backward in random increments. This presentation will culminate with a discussion regarding participants’ reactions to the activity and its implication for classroom use

Arnold, Jillian

Casler-Failing, Shelli

Mitchem, Ann

English

Georgia Southern University: Digital Commons@Georgia Southern

Georgia Southern UniversityDigital Commons@Georgia SouthernInterdisciplinary STEM Teaching & LearningConferenceMar 22nd, 2:45 PM - 3:30 PMUsing LEGO Robots to Support Understanding ofAbsolute Value in a Mathematics ClassroomAnn MitchemGeorgia Southern University, js16108@georgiasouthern.eduJillian ArnoldGeorgia Southern University, ja06070@georgiasouthern.eduShelli Casler-FailingGeorgia Southern University, scaslerfailing@georgiasouthern.eduFollow this and additional works at: https://digitalcommons.georgiasouthern.edu/stemThis event is brought to you for free and open access by the Conferences & Events at Digital Commons@Georgia Southern. It has been accepted forinclusion in Interdisciplinary STEM Teaching & Learning Conference by an authorized administrator of Digital Commons@Georgia Southern. Formore information, please contact digitalcommons@georgiasouthern.edu.Recommended CitationMitchem, Ann; Arnold, Jillian; and Casler-Failing, Shelli, "Using LEGO Robots to Support Understanding of Absolute Value in aMathematics Classroom" (2019). Interdisciplinary STEM Teaching & Learning Conference. 20.https://digitalcommons.georgiasouthern.edu/stem/2019/2019/20Ann Mitchem, Jillian Arnold, and Dr. Shelli Casler-FailingGeorgia Southern UniversityDepartment of Middle Grades and Secondary EducationUsing LEGO Robots to Support Understanding of Absolute Value in a Mathematics ClassroomPurpose of ResearchThe purpose of this research was, and is, to determine if providing opportunities for pre-service mathematics teachers to learn with, and about, LEGO robotics technology increases the likelihood of incorporating robotics lessons into their mathematics curricula when they become in-service teachers. Research• For pre-service teachers to develop TPCK they must develop in-depth knowledge of their content area in parallel with their development of technological knowledge (Niess, 2005). • “[L]earning subject matter with technology is different from learning to teach that subject matter with technology” (Niess, 2005, p. 509). Niess, M. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.The Scenario• Students were enrolled in a math methods course• Students learned how to build the robots and learned how to create programs to operate the robots with and without sensors • Students worked in pairs to create a math lesson using the robots to teach a concept of their choice• Students taught the lesson to their peersThe Lesson• Designed for a 6th grade classroom• Requires only one 45 minute class• Incorporates 7 out of 8 mathematical practices• Helps students understand absolute value refers to a distance from zero• Supports students’ accurate use of absolute value notation• Supports students’ understanding of adding absolute valuesLet’s Learn with Robots!As you are working through the lesson we will circulate about the room to answer any questions you may have.Debrief• What are your thoughts about this experience?• What do you perceive as the benefits for students?• What hurdles do you think would prevent you from incorporating robots into your classes?• What questions do you have for us?Thank you!Ann: js16108@georgiasouthern.eduJillian: ja06070@georgiasouthern.eduDr. CF: scaslerfailing@georgiasouthern.eduLesson ResourcesUsing LEGO Robots to Teach Absolute Value-Lesson plan and student task sheet

Using LEGO Robots to Support Understanding of Absolute Value in a Mathematics Classroom

Presentation co-presented by Georgia Southern faculty member Shelli L. Casler-Failing with students Ann Mitchem and Jillian Arnold at Interdisciplinary STEM Teaching and Learning Conference, Savannah, GA.
This presentation will allow participants to become middle school mathematics students as they apply their understanding of absolute value through the use of LEGO robots. A classroom lesson will be conducted (with the participants playing the role of the student) to show how LEGO robots can be an engaging tool to create collaboration among students as well as support the understanding of concepts. Participants will work in groups of 2-3 to operate a robot along a number line and record data on a task sheet as the robot moves forward or backward in random increments. This presentation will culminate with a discussion regarding participants’ reactions to the activity and its implication for classroom use

Casler-Failing, Shelli L

Georgia Southern University Digital Commons@Georgia Southern Middle Grades & Secondary Education Faculty Presentations Middle Grades and Secondary Education, Department of 3-22-2019 Using LEGO robots to support understanding of absolute value in a mathematics classroom Ann Mitchem Jillian Arnold Shelli L. Casler-Failing Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/teach-secondary-facpres  Part of the Education Commons This presentation is brought to you for free and open access by the Middle Grades and Secondary Education, Department of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Middle Grades & Secondary Education Faculty Presentations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact digitalcommons@georgiasouthern.edu. Georgia Southern UniversityDigital Commons@Georgia SouthernInterdisciplinary STEM Teaching & LearningConferenceMar 22nd, 2:45 PM - 3:30 PMUsing LEGO Robots to Support Understanding ofAbsolute Value in a Mathematics ClassroomAnn MitchemGeorgia Southern University, js16108@georgiasouthern.eduJillian ArnoldGeorgia Southern University, ja06070@georgiasouthern.eduShelli Casler-FailingGeorgia Southern University, scaslerfailing@georgiasouthern.eduFollow this and additional works at: https://digitalcommons.georgiasouthern.edu/stemThis event is brought to you for free and open access by the Conferences & Events at Digital Commons@Georgia Southern. It has been accepted forinclusion in Interdisciplinary STEM Teaching & Learning Conference by an authorized administrator of Digital Commons@Georgia Southern. Formore information, please contact digitalcommons@georgiasouthern.edu.Recommended CitationMitchem, Ann; Arnold, Jillian; and Casler-Failing, Shelli, "Using LEGO Robots to Support Understanding of Absolute Value in aMathematics Classroom" (2019). Interdisciplinary STEM Teaching & Learning Conference. 20.https://digitalcommons.georgiasouthern.edu/stem/2019/2019/20Ann Mitchem, Jillian Arnold, and Dr. Shelli Casler-FailingGeorgia Southern UniversityDepartment of Middle Grades and Secondary EducationUsing LEGO Robots to Support Understanding of Absolute Value in a Mathematics ClassroomPurpose of ResearchThe purpose of this research was, and is, to determine if providing opportunities for pre-service mathematics teachers to learn with, and about, LEGO robotics technology increases the likelihood of incorporating robotics lessons into their mathematics curricula when they become in-service teachers. Research• For pre-service teachers to develop TPCK they must develop in-depth knowledge of their content area in parallel with their development of technological knowledge (Niess, 2005). • “[L]earning subject matter with technology is different from learning to teach that subject matter with technology” (Niess, 2005, p. 509). Niess, M. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.The Scenario• Students were enrolled in a math methods course• Students learned how to build the robots and learned how to create programs to operate the robots with and without sensors • Students worked in pairs to create a math lesson using the robots to teach a concept of their choice• Students taught the lesson to their peersThe Lesson• Designed for a 6th grade classroom• Requires only one 45 minute class• Incorporates 7 out of 8 mathematical practices• Helps students understand absolute value refers to a distance from zero• Supports students’ accurate use of absolute value notation• Supports students’ understanding of adding absolute valuesLet’s Learn with Robots!As you are working through the lesson we will circulate about the room to answer any questions you may have.Debrief• What are your thoughts about this experience?• What do you perceive as the benefits for students?• What hurdles do you think would prevent you from incorporating robots into your classes?• What questions do you have for us?Thank you!Ann: js16108@georgiasouthern.eduJillian: ja06070@georgiasouthern.eduDr. CF: scaslerfailing@georgiasouthern.eduLesson ResourcesUsing LEGO Robots to Teach Absolute Value-Lesson plan and student task sheet

Using LEGO robots to support understanding of absolute value in a mathematics classroom

https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1501&context=stem

Using LEGO Robots to Support Understanding of Absolute Value in a Mathematics Classroom

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Georgia Southern University: Digital Commons@Georgia Southern