Exploring children’s mathematics learning and self-regulation in robotics
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Zhang, Ting
issued: 2024-04-11T07:00:00Z
issued: 2024
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: In this case study, I investigated young children’s learning experiences with robotics in after-school learning centers. Over a two-month period, six students in grades 2 and 3, currently enrolled in these learning centers, constituted four subcases (two pairs and two singles) in this study, with each participating in six one-hour robotics sessions. The study applies the principles of constructionism and self-regulated learning theory to address two primary questions: i) How did these young children apply mathematical concepts while engaging in robotics activities? ii) What self-regulated learning opportunities does robotics provide for young children during problem-solving activities? The findings revealed that students exhibited an iterative approach in their problem-solving endeavors, involving continuous cycles of understanding the problem, ideation, experimentation, and assessing solutions. While coding and designing robots, they employed strategies such as decomposition, experimentation, and self-assessment to gauge their progress. Moreover, they showcased their ability in applying mathematical concepts across various representations, surpassing mere basic arithmetic computation. Additionally, the study found that the children as young as six years old consistently self-regulated their problem-solving, encompassing crucial components of SRL such as goal-setting, self-assessment, and persistence in the face of challenges. These insights contribute to our understanding of how students engage in problem-solving within the context of robotics and hold implications for future research and educational practices in mathematics education.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/87849
note: EXPLORING CHILDREN’S MATHEMATICS LEARNING AND SELF-REGULATION IN ROBOTICS by Ting Zhang A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Curriculum Studies) THE UNIVERSITY OF BRITISH OF COLUMBIA (Vancouver) April 2024 © Ting Zhang, 2024 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Exploring Children’s Mathematics Learning and Self-Regulation in Robotics submitted by Ting Zhang in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum Studies Examining Committee: Dr. Ann Anderson, Professor, Department of Curriculum and Pedagogy, UBC Supervisor Dr. Cynthia Nicol, Professor, Department of Curriculum and Pedagogy, UBC Supervisory Committee Member Dr. Deborah Butler, Professor, Department of Educational & Counselling Psychology, and Special Education, UBC Supervisory Committee Member Dr. Nancy Perry, Professor, Department of Educational & Counselling Psychology, and Special Education, UBC University Examiner Dr. Susan Gerofsky, Associate Professor, Department of Curriculum and Pedagogy, UBC University Examiner Dr. Viktor Freiman, Professor, Faculty of Educational Sciences, University of Moncton External Examiner iii Abstract In this case study, I investigated young children’s learning experiences with robotics in after-school learning centers. Over a two-month period, six students in grades 2 and 3, currently enrolled in these learning centers, constituted four subcases (two pairs and two singles) in this study, with each participating in six one-hour robotics sessions. The study applies the principles of constructionism and self-regulated learning theory to address two primary questions: i) How did these young children apply mathematical concepts while engaging in robotics activities? ii) What self-regu…
has type: Thesis/Dissertation
date issued: 2024-05
is shown at: 10.14288/1.0441383
language: eng
degree discipline: Curriculum Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Anderson, Ann
type: Text
identifier URI: http://hdl.handle.net/2429/87849