Robotics for Critical Engagement in the

Classroom
I would like to use robotics to draw high school students interest to
math, since math is not usually a favorite or even well liked subject. I am
hoping to change that reputation through robotics. In Algebra I, students
must be able to solve equations and formulas and be able to simplify
expressions. This requires students to think critically about what they have
already learned in mathematics and apply their knowledge to simplify the
equation and find a solution. Robotics also requires students to identify
problems and think critically to find a solution.
By using robotics in the classroom, I am able to meet technology
standards, ISTE Standards (International Society for Technology in
Education), and enhance students ability to use these skills in math.

ISTE Standard
4. Critical thinking, problem solving, and decision making Students use
critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and
resources.
a. Identify and define authentic problems and significant questions for
investigation
b. Plan and manage activities to develop a solution or complete a project

During the build of the VEX robot, students will need to understand how to
assemble the robot and make any necessary adjustments or modifications to
overcome design flaws or enable the robot to complete challenges. For
example, students may need to add weight as a counter balance should the
robot need to pick up heavier objects, or add arm extensions for reaching.
This also relates to balancing mathematical equations. Students will need to
identify the problem and think critically to come up with a solution. Problem
solving is also an Oklahoma academic standard.
Oklahoma Academic Standard, PASS (Priority Academic Student Skills)
Process Standard 1: Problem Solving
2. Identify the problem from a described situation, determine the necessary
data and apply appropriate problem-solving strategies.

The robotics activity will be a week long project during class time.


Day 1:
Discuss VEX robotics, have a class discussion of how we can use what we
have learned in mathematics (critical thinking, problem solving) and apply
that to robotics demonstrates how we can use math in real life
applications. Place students into groups of three or four to begin
researching, through use of the internet, VEX competitions, VEX modification
ideas, etc. Each student will be researching information, then come together
as a group to discuss their ideas, which promotes cooperative learning and
allows students opportunity for input and self-advocacy.

Day 2-4:
Begin build of robot. By working together with the basic instructions from
the robot kit and considering the challenges their robot will need to
complete, students will need to collaborate with each other to make any
necessary adjustments or modifications to solve problems that keep the
robot from completing its challenges.

Day 5:
Demonstration of the completed robot and competition with other teams
within the classroom. Competitions will include three-four rounds allowing
each team member an opportunity to compete.

Assessments:
At the end of each class period, each student will be required to complete a
blog post about their research, build, team work, problems encountered,
solutions to problems, the completion itself, and their overall thoughts about
the robotics project. The blogs and the robots ability to complete challenges
in the competition will be how the students are assessed individually and as
a team. Also by using blogs for assessment, this allows for students to
digitally communicate with me how things are going.

Learner diversity / Special education:
Robotics meets multiple learning styles. Auditory learners learn by listening
and communicating, tactual learners use fine motor skills (assembling the
robot), and kinesthetic learners learn through physical activity (students can
move with the robot during the challenge).
Robotics can be adapted for special education students as well. Although
the students are working and collaborating in groups, they are also able to
work at their own level and pace. For example, the individual blogs will be
their own thoughts and assessments can be modified to meet their
educational needs. Every student will be able to participate in the build, by


labeling and finding parts, giving directions, assembling, discussing
modifications, and/or operating the robot with a remote during the
challenge. This allows for students with learning or physical disabilities to
participate.