Coding Robots as a Source of Instantiations for Arithmetic
Coding Robots as a Source of Instantiations for Arithmetic
复制标题
编码机器人作为算术实例化的来源
DOI：
10.1007/s40751-018-0042-7
复制
发表时间：
2018
期刊：
影响因子：
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通讯作者：
B. Davis
中科院分区：
文献类型：
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作者：
K. Francis;B. Davis
随着将计算机编程作为学校课程核心内容的呼声越来越高，全球正在努力定义创新和独特的编码课程。在本文中，我们采取了不同的策略，一个面向学习编程和学习数学之间的共同点的调查。我们观察了9岁和10岁的孩子，因为他们学习了4天的乐高Mindstorms EV3机器人的构建和编程，特别注意编程机器人移动的方式可能会支持数字，算术和乘法的强大实例的开发和集成。我们的研究结果表明，儿童对数字的理解，以及他们从加法思维到乘法思维的转变，可以通过从事实际任务而不是实践练习得到有力的支持。
With louder and more widespread calls to include computer programming as a core element of school curriculum, global efforts to define innovative and distinct coding curricula are underway. We take a different tack in this paper, one oriented by an investigation of the common ground between learning to program and learning mathematics. We observed 9- and 10-year-olds as they learned to build and program Lego Mindstorms EV3 robots over 4 days, attending in particular to the ways that programming robots to move might support the development and integration of powerful instantiations of number, arithmetic and multiplication. Our findings suggest that children’s understanding of number, and their transitions from additive to multiplicative thinking, can be powerfully supported by engaging in practical tasks rather than practice exercises.