Assessing Teachers' Perspectives about the Use of Educational Robotics in Mathematics Instruction
Assessing Teachers' Perspectives about the Use of Educational Robotics in Mathematics Instruction

Summary/Abstract: Background/purpose. Rapid developments in educational technology have led to the emergence of educational robots that serve as interactive tools aimed at enhancing active learning and stimulating students' thinking and problem-solving skills. The study aimed to evaluate teachers' perspectives on the use of educational robots in teaching mathematics. Specifically, the study sought to assess teachers' acceptance of this technology and their perceptions of its effectiveness, as well as to identify the key benefits and challenges they encounter in its application. Materials/methods. This study employed a quantitative approach, utilizing an attitude questionnaire as the primary data collection tool. The questionnaire was administered to a sample of 75 primary school mathematics teachers. Results. The findings indicated that teachers perceive educational robots as effective tools for enhancing students' motivation to learn mathematics and for developing their problem-solving skills. However, the results also revealed that teachers face various obstacles in integrating robots into math lessons. Conclusion. The study offers several recommendations, including the provision of specialized training programs, enhancement of technical infrastructure, and strengthening of institutional support for teachers. These interventions could advance mathematics education and improve students' academic outcomes.

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