Programmable Floor Robots and Spatial Knowledge with 6-7-year-old Students

Emilie Mari (1, 2) , Karine Millon Faure (1, 2) , Teresa Assude (1, 3, 2)

1 ADEF - Apprentissage, Didactique, Evaluation, Formation
2 AMU - Aix Marseille Université
3 AMU INSPÉ - Aix-Marseille Université - Institut national supérieur du professorat et de l'éducation

In this article, we focus on how spatial knowledge can be articulated with the integration of programmable floor robots in the mathematics classroom. We describe the observation grid we conceived to take into account three distinct dimensions: spatial knowledge, robotics and computer programming. Then, we implement this tool to analyse mathematics lessons using BeeBot® robots. Finally, we compare the evolution of each dimension throughout the lessons in order to understand how Programmable Floor Robots can allow students to develop spatial knowledge. This experiment is part of a research on spatial knowledge that involved 121 Year 2 (6-7-year-old) students and 6 teachers over a period of 6 weeks.

Mots clés: Programmable Floor Robots; Spatial Knowledge; primary school; mathematics; geometry

Domaines: Histoire et perspectives sur les mathématiques [math.HO]; Education; Mathématiques [math]; Robotique [cs.RO]

Emilie Mari, Karine Millon Faure, Teresa Assude. Programmable Floor Robots and Spatial Knowledge with 6-7-year-old Students. International Journal of Technology in Mathematics Education, 2022, 29 (2), pp.87-95. ⟨10.1564/tme_v29.2.03⟩. ⟨hal-03914618⟩