@article{zhong_systematic_2018,
	title = {A systematic review on exploring the potential of educational robotics in mathematics education},
	issn = {1571-0068, 1573-1774},
	url = {http://link.springer.com/10.1007/s10763-018-09939-y},
	doi = {10.1007/s10763-018-09939-y},
	abstract = {By providing students with a highly interactive and hands-on learning experience, robotics promises to inspire a new generation of mathematical learning. This paper aims to review the empirical evidence on the application of robotics in mathematics education and to define future research perspectives of robot-assisted mathematics education. After a systematic search in online database via keyword search and snowballing approach, we analyzed 20 empirical studies on how to teach and learn mathematical knowledge through robotics. The results indicate that (1) most studies were conducted with a small sample size, the largest research groups were elementary school students and secondary school students, most studies used LEGO robots, robots were primarily applied to teach and/or learn graphics, geometry, and algebra, and almost half of the studies taught mathematics by engaging students in game-like interactions with robots; (2) half of the studies adopted a non-experimental research design, and most studies evaluated student performance through observation, test/examination, questionnaires, or verbal interviews; and (3) instructional implications proposed in the 20 papers can be clustered into four themes: human-robot interaction, connections between mathematics and real life, pedagogical suggestions, and facility conditions. The 20 papers suggest that robotics generally plays an active role in mathematics education; however, there are indeed situations in which no significant improvement was found in students’ mathematical learning. In view of this, we prospect the future research perspectives of robot-assisted mathematics education and propose that more rigorous intervention studies could be conducted to further explore the integration of robotics and mathematics education.},
	language = {en},
	urldate = {2019-03-27},
	journal = {International Journal of Science and Mathematics Education},
	author = {Zhong, Baichang and Xia, Liying},
	month = nov,
	year = {2018},
}

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This paper aims to review the empirical evidence on the application of robotics in mathematics education and to define future research perspectives of robot-assisted mathematics education. After a systematic search in online database via keyword search and snowballing approach, we analyzed 20 empirical studies on how to teach and learn mathematical knowledge through robotics. The results indicate that (1) most studies were conducted with a small sample size, the largest research groups were elementary school students and secondary school students, most studies used LEGO robots, robots were primarily applied to teach and/or learn graphics, geometry, and algebra, and almost half of the studies taught mathematics by engaging students in game-like interactions with robots; (2) half of the studies adopted a non-experimental research design, and most studies evaluated student performance through observation, test/examination, questionnaires, or verbal interviews; and (3) instructional implications proposed in the 20 papers can be clustered into four themes: human-robot interaction, connections between mathematics and real life, pedagogical suggestions, and facility conditions. The 20 papers suggest that robotics generally plays an active role in mathematics education; however, there are indeed situations in which no significant improvement was found in students’ mathematical learning. In view of this, we prospect the future research perspectives of robot-assisted mathematics education and propose that more rigorous intervention studies could be conducted to further explore the integration of robotics and mathematics education.","language":"en","urldate":"2019-03-27","journal":"International Journal of Science and Mathematics Education","author":[{"propositions":[],"lastnames":["Zhong"],"firstnames":["Baichang"],"suffixes":[]},{"propositions":[],"lastnames":["Xia"],"firstnames":["Liying"],"suffixes":[]}],"month":"November","year":"2018","bibtex":"@article{zhong_systematic_2018,\n\ttitle = {A systematic review on exploring the potential of educational robotics in mathematics education},\n\tissn = {1571-0068, 1573-1774},\n\turl = {http://link.springer.com/10.1007/s10763-018-09939-y},\n\tdoi = {10.1007/s10763-018-09939-y},\n\tabstract = {By providing students with a highly interactive and hands-on learning experience, robotics promises to inspire a new generation of mathematical learning. This paper aims to review the empirical evidence on the application of robotics in mathematics education and to define future research perspectives of robot-assisted mathematics education. After a systematic search in online database via keyword search and snowballing approach, we analyzed 20 empirical studies on how to teach and learn mathematical knowledge through robotics. The results indicate that (1) most studies were conducted with a small sample size, the largest research groups were elementary school students and secondary school students, most studies used LEGO robots, robots were primarily applied to teach and/or learn graphics, geometry, and algebra, and almost half of the studies taught mathematics by engaging students in game-like interactions with robots; (2) half of the studies adopted a non-experimental research design, and most studies evaluated student performance through observation, test/examination, questionnaires, or verbal interviews; and (3) instructional implications proposed in the 20 papers can be clustered into four themes: human-robot interaction, connections between mathematics and real life, pedagogical suggestions, and facility conditions. The 20 papers suggest that robotics generally plays an active role in mathematics education; however, there are indeed situations in which no significant improvement was found in students’ mathematical learning. In view of this, we prospect the future research perspectives of robot-assisted mathematics education and propose that more rigorous intervention studies could be conducted to further explore the integration of robotics and mathematics education.},\n\tlanguage = {en},\n\turldate = {2019-03-27},\n\tjournal = {International Journal of Science and Mathematics Education},\n\tauthor = {Zhong, Baichang and Xia, Liying},\n\tmonth = nov,\n\tyear = {2018},\n}\n\n","author_short":["Zhong, B.","Xia, L."],"key":"zhong_systematic_2018","id":"zhong_systematic_2018","bibbaseid":"zhong-xia-asystematicreviewonexploringthepotentialofeducationalroboticsinmathematicseducation-2018","role":"author","urls":{"Paper":"http://link.springer.com/10.1007/s10763-018-09939-y"},"metadata":{"authorlinks":{}},"downloads":0},"search_terms":["systematic","review","exploring","potential","educational","robotics","mathematics","education","zhong","xia"],"keywords":[],"authorIDs":[],"dataSources":["jbBBoDtHadF4WpRB7"]}