The Effect Of Robot Programming-based Mathematical Learning On Mathematical Ability And Interest In Children

As an important part of the education to promote the comprehensive development of students,the importance of mathematics education is evident."Mathematics Curriculum Standards for Compulsory Education(2011 Edition)" points out that mathematics education not only enables students to master the mathematical knowledge and skills necessary for modern life and learning,but also promotes the development of students’ thinking and innovation and emphasizes the importance of mathematical interest cultivation for children’s mathematical learning.Previous studies have shown that the current mathematical classrooms are mostly lecture-based teaching,children lack opportunities for independent learning,and children’s cognitive level is still in the development stage,the traditional teaching mode is not enough to develop children’s mathematical ability and mathematical interest.Therefore,it is necessary to introduce new teaching methods.Many studies have pointed out that robot programming has a positive effect on improving children’s learning cognitive ability and stimulating children’s interest in learning.However,few empirical studies have explored the role of robotic programming in children’s mathematics learning and how it should be integrated into children’s mathematics learning.Therefore,the objectives of this paper are to combine Embodied cognition theory,Constructionism and APOS theory to design the mathematical courses based on robot programming,and to explore the effect of robot programming-based mathematical learning on mathematical ability and mathematical interest in children.To achieve the objectives,this paper adopts a quasi-experimental research method,recruiting 64 children aged 6-8 and randomly assigning them to the experimental group and the control group.Among them,the experimental group participated in the mathematical courses based on robot programming,and the control group participated in the traditional mathematical courses.This paper measured children’s mathematical ability through spatial working memory,geometry search capability and reasoning ability,and evaluated children’s learning interest based on video analysis.The results of the paper show that: 1)Robot programming-based mathematical learning improves children’s spatial working memory nearly significantly but does not significantly improve children’s geometry search capability and reasoning ability;2)Robot programming-based mathematical learning does not significantly improve children’s mathematical interest.But further analysis found that the mathematical interest of the experimental group was significantly higher than that of the control group in the early and late stages of the experiment.These findings validate part of the research hypothesis of this paper,that robot programming-based mathematical learning is more beneficial than traditional mathematical learning in improving children’s spatial working memory and mathematical interest.Based on the above results,this paper puts forward the following educational suggestions:1)Robot programming-based mathematical learning is an effective method to improve children’s spatial working memory;2)Robot programming-based mathematical learning has a positive effect on classrooms that are interested in mathematics.In conclusion,this paper integrates multiple theoretical models to design the mathematical courses based on robot programming and applies an empirical method to examine the impact of these courses on children’s mathematical ability and interest.At the theoretical level,the results of this paper show that Embodied cognition theory,Constructionism and APOS theory can be comprehensively applied to guide mathematics education for children.At the practical level,this paper designs the mathematical courses based on robot programming,which provides a reference for the design and development of children’s mathematical learning practice activities.