The Use of Robotics in Mathematics Education in Primary Schools

Well-designed robotics education can offer primary school students opportunities to learn mathematics in contexts that they understand and can lead to interdisciplinary connections. However, the initial interest in robotic coding may not be sufficient for a student to continue learning mathematics concepts. The design of robotic activities in mathematics teaching should both encourage student participation at the beginning of the course and actively continue until the end of the unit. In addition, it can be said that it is necessary to consider the cognitive characteristics of the students in the planning of robotic coding training for mathematics education. In addition, it is very important that applications for robotic coding are carried out in cooperation with students' peers.

From the EU perspective

Mathematics is a main subject in most European Educational Systems. In most European countries, the curriculum reform for primary education has a main focus on promoting collaborative learning, project-based learning, and differentiated learning in order to respond to different students’ learning needs.

Moreover, ICT tools are more and more used in mathematics education as the new methodologies involving different software, platforms, and apps are preferred over other pedagogical tools. The framework of the Education and Training 2020 strategy considers mathematical literacy and scientific literacy, due to the fact that in 2018 only four EU countries (Denmark, Estonia,

Finland and Poland) are high-achieving students in those areas. The last study called The Trends in International Mathematics and Science Study (TIMSS) realized in 2019, provided some important information about the trends in science literacy of students (grades 4 and 8) in all countries all over Europe. The results showed that the competencies in science, especially in math are quite low, especially in eastern European countries.