Math and Sphero Roll
Understanding how a spherical robot can help students learn mathematics.
Sphero robots have rolled out of toy stores into elementary classrooms. A DCPS elementary math class feels more like a playroom than a typical elementary math classroom. Students work in teams and use Sphero robots to solve tasks, designed to integrate mathematics and computational thinking (CT). There are bursts of laughter, excitement, occasional disappointments, and debates as students program their robots to solve math problems.
With the growing presence of technology in our world, it is critical that all children have a strong background in computing and computational thinking in STEM careers. Many learners, especially those in under-resourced schools, have relatively little opportunity to engage in meaningful CT learning early in their schooling. One approach for addressing this issue is to integrate CT learning opportunities into existing school structures, like math classes. Integrating CT into existing coursework can address issues related to school resources.
Sphero in Mathematics Classrooms
In many elementary schools, students are still learning math in traditional ways, like performing repetitive, routine procedures. Some schools have started introducing more sophisticated technology into their math classes, including robots and iPads. This is the approach being explored in a research-practitioner partnership between the Human-Computer Interaction Lab (HCIL) at the University of Maryland, College Park and the District of Columbia Public Schools (DCPS) through Sphero.Math, a CT enhanced fourth-grade mathematics curriculum. The Sphero.Math curriculum allows students to explore mathematical and CT ideas through the use of Sphero, a spherical programmable robot.
For Sphero activities, students are expected to programmatically control Sphero using a tablet or smartphone. Programs can take the form of block-based scripts that include basic programming constructs to operate the Sphero.
Mutual Supportiveness of Mathematics and CT
In developing activities to integrate math and CT we wanted to create opportunities for students to interact with certain mathematics concepts in more in-depth ways that traditional math activities with pen and paper cannot afford. The summative activity for the Sphero.Math curriculum was for the students to program their robots to complete a maze defined by a series of lines of masking tape. The maze included numerous obstacles and challenges that require changing position and speed as well as making sounds and changing the robot’s appearance. To complete the maze, students had to calculate the length of each maze segment using the size of the carpet patch as the unit.
Students deeply engaged in robotics, math, and programming and explored math concepts such as covariation, proportional reasoning, iterative development. Amidst the fun and play opportunities provided by the robots, math, and CT, learning was taking center stage in this classroom. For example, two students programmed the Sphero robot to go a random speed, 50, and a random time, .7 seconds. The resulting command read: roll 0º at 50 for .7. When they run their first program, Sphero went 32 inches against the yardstick. This prompted student two to suggest shortening the duration of the roll command to .5. Instead, student one programmed the Sphero to travel for .3 seconds. When lined up against the yardstick, the Sphero only traveled four inches in .3 seconds. As a result, Student One said, “Oh yeah, .5”. At .5 seconds, the Sphero traveled just under 24 inches, so they decided to change the time to .57 seconds. The Sphero traveled approximately 23 inches so Student Two said, “Try .573”. Student One said, “I think [the teacher] would give us that.” Student Two replied, “No, it’s like an inch less.” To which Student One responded, “Ok then .573” Student One changed the code to make the Sphero go.573 and they tested the program again. The Sphero traveled exactly 24 inches. Student Two says, “Right on the dot.”
Tips for Teachers Willing to Teach CT Integrated Lessons
For teachers interested in integrating CT and robotics into their classrooms, there are a few things to care about;
- Make use of existing content to align the Sphero lessons and material to what you have available in your school.
- Don’t be afraid to let students lead. That is the whole point; to get students to explore deeper meanings of concepts and interact with the material in creative ways and develop their own sense of understanding of concepts that may otherwise remain abstract or unknown to them.
- Avoid constraining students to one answer or one way of thinking, especially in CT enhanced contexts. Creativity is usually prioritized in these contexts. Take the pressure off and let the students take control of their own learning.
Bringing CT into other content areas can help students develop strategies to facilitate their learning process. They can experience growth in their cognitive abilities and develop creative skills to help them solve problems. The introduction of CT practices into learning environments is as relevant as learning to read or write. All 21st-century learners should have the opportunity to acquire CT skills in the classroom from an early age (Jeannette Wing, 2016).
