Dra. Seckel-Santis, Maria

The purpose of this study is to analyze the reflections of future kindergarten teachers when designing didactic sequences with the use of the bee-bot robot. A qualitative methodological design was followed to achieve this objective, collecting the data through a written record prepared by the participants from collaborative work. A total of 25 future teachers participated, forming six working groups. The data were analyzed with the content analysis technique, considering the criteria of didactic suitability–epistemic, cognitive, interactional, mediational, affective, and ecological–and their respective components. The results suggest that at the moment prior to the design of the didactic sequences, the reflections of the groups of future teachers are related only to some criteria, while, in the design of the proposed teaching and learning process, the units of analysis were related to all six criteria. With the results obtained, it is concluded that a future implementation and observation of the design of didactic sequences by the participants would allow the participants to consider more components of the criteria when reflecting. In addition, it is concluded that training that contemplates the criteria of didactic suitability, would also allow future teachers to deepen their reflections, guiding them with these tools.

The recognition that the development of Computational Thinking (CT) has been achieved in the educational systems of different countries implies, in some cases, the challenge of integrating its development into mathematics lessons. Although various proposals address the development of CT in the early years of schooling, educational robotics emerges as an alternative. The Bee-Bot robot has been recognized as an appropriate resource for the development of this type of thinking at an early age. For carrying out this qualitative study 25 articles were selected, based on a systematic research literature review, and analyzed to provide didactic orientation for the integration of CT in mathematics lessons with the use of the Bee-Bot robot (or similar). For this purpose, a thematic analysis method was applied to the selected research articles, focusing on the didactic explanations and suggestions for using educational robots to develop computational thinking. The themes used to analyze the data are according to the six dimensions (epistemic, cognitive, interactional, mediational, affective and ecological) of the didactic suitability proposed by the Ontosemiotic approach. The analysis allowed us to classify twelve didactic orientations according to the dimensions. Four of the twelve orientations refer to the epistemic dimension; three to the cognitive dimension; two are related to the interactional dimension; one to the mediational dimension, one to the affective dimension and another to the ecological dimension.

If we are to understand and address today’s social, environmental and economic crises through education, we must introduce education for sustainable development (ESD) into classrooms and approach it from an integrated perspective. In so doing, this study aims to provide an overview of the current status of the still-emerging research agenda on the integration of ESD into mathematical education and statistical education. To this end, we conducted a systematic review of Scopus and Web of Science databases of theoretical and research articles published between 2010 and May 2023. In total, 32 studies were identified, conducted mostly in Europe, followed by South America, which mainly address teacher training. The results suggest that mathematics education and statistics education are an effective means of providing education focused on ESD, but that teachers still have limited knowledge and resistant attitudes. Therefore, initial and ongoing training must move towards characterizing proposals that provide examples and involve teachers in response to this challenge.