KNOWLEDGE OF ROBOTICS AND MATHEMATICS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS

Abstract

This article addresses the initial teacher training involving students from a Bachelor's Degree Program in Mathematics in the Supervised Internship I course. In this context, we disclose in this present article how the students collectively developed tasks, according to the perspective of Technological Pedagogical Content Knowledge (TPACK), through the programming of four tasks named: "Circumference," "Pentagon," "Hexagon," and "Equilateral Triangle," with the support of Educational Robotics. Due to the COVID-19 pandemic, during our research, the students utilized the Open Roberta platform with the purpose of constructing geometric figures. Through the utilization of Open Roberta, the tasks were collectively developed by the students to enhance their Robotics and Mathematics Knowledge. Throughout their experiences in the internship context, we observed that the students managed to integrate Robotic and Mathematical Knowledge in task development. Thus, through the execution of tasks supported by online robotics, this formative stage empowered the future educators to be well-equipped for a pedagogical approach aligned with the demands of 21st-century education.