Planning Mathematics Teaching Activities with Educational Robotics: the centrality of teacher reflection through a Historical-Cultural lens

Abstract

This article discusses the centrality of teacher reflection in the planning of Mathematics Teaching Activities. This process is mediated by teachers who collectively develop study tasks, using educational robotics as a cultural instrument in teacher-student interaction. In light of Historical-Cultural Theory, it is argued that teacher training requires an understanding of how pedagogical practice is constituted by social and mediated processes. We explore Leontiev's Activity Theory, highlighting human action as a hierarchical system driven by motives and objectives, and how its contradictions stimulate reflection. Teaching Activity from Davydov's perspective is presented, highlighting the fundamental role of the teacher in the elaboration of study tasks that aim at the development of theoretical mathematical thinking. Teacher reflection is analyzed as a higher psychological function, linked to social interaction and mediation by instruments. A planning episode between teachers illustrates how the mismatch between the expected programming and the action of the Botley robot, mediated by dialogue, boosted the organization of actions and deepened the understanding of the use of educational robotics in the teaching-learning process of Mathematics. It is concluded that reflection is the core of teacher training that aims to promote the integral development and theoretical mathematical thinking of students.