New Perspectives in Science Education

The role of technology in education is today widely recognised. Technological tools provide new opportunities to emphasize the use of multiple representations in mathematics teaching and play an important role in practical and conceptual activities. In Special Education, the use of technology can provide appropriate learning environments for the development of the individual needs of children and young people with learning disabilities or special educational needs and disabilities, as well as for those considered gifted. This work deals with the use of robots as artifacts for learning mediation in Mathematics for Life, a math course intended for students with Special Educational Needs (SEN) aiming at the development of knowledge and abilities that enhance their personal and social skills, promote autonomy, and assist their integration into society. Participant observation was the main strategy and acquired the status of data collection method. The collected and analysed data emerged from the participation of two female students with SEN while constructing a learning scenario for activities with robots. The goal was to approach contents of plane and spatial geometry and the notion of time, which led to the construction of a scenario involving geometric shapes. The use of robots played an important role in the acquisition of the notion of time due to the fact that they can be visually examined during the execution of the programs developed for solving the proposed activities. In addition, the use of robots contributed to the acquisition of new skills and knowledge, and to the development of creativity and autonomy, as well as to the promotion of individual and social acceptance and appreciation of each student's abilities.

Keywords: Special Educational Needs, educational robotics, Mathematics for Life;

References