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Educational Robotics: A Study of the Ferris Wheel
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Mathematics Education in a Digital Culture

Profile image of Deive AlvesDeive Alves

2013, Journal of Mathematical Modelling and Application

Abstract

This article discusses the teacher's training that can help schools to become better at their time. Meeting this challenge involves understand the lifestyles of people immersed in digital culture. We investigated the authoring process of digital learning materials developed by mathematics undergraduates at Federal University of Uberlândia, Brazil. The chosen productions to present in this paper were: "Educational robotics: a study of the Ferris wheel" and "Rolling knowledge", both deal with the study of mathematical based on Ferris wheels. These productions are located in three sets of interwoven theoretical and experimental knowledge by simulation: Theme, Mathematical Model and Information Technology and Communication (ICT). The connection between these three areas is based on decisions, understanding variables and learning previously unimagined perspectives. In other words, simulation between themes, mathematical models and ICT are the act of choosing "paths" in mathematical knowledge. We conclude that, in a digital culture, the concept of mathematical modeling is actually a simulation environment in which interaction is simulated in four dimensions: Dialogical, diverse, dated and dynamic. We have also to understand that simulation is one of the ways to work with mathematical modeling in the digital culture of a teacher.

Figures (6)
FIGURE 01 — Previous plan of the Ferris wheel by a student in the project using a computer application. Source: Campos, 2011, p.14. Robotics, the students experienced digital inclusion. The second blog contained assembly instructions, trivia, instructional videos and useful links (Campos, 2011). The theme of one of the studies was the “Ferris wheel”. The mathematical study was based on regular flat geometric figure with computer designs for how to build the Ferris wheel (FIG. 01):
FIGURE 01 — Previous plan of the Ferris wheel by a student in the project using a computer application. Source: Campos, 2011, p.14. Robotics, the students experienced digital inclusion. The second blog contained assembly instructions, trivia, instructional videos and useful links (Campos, 2011). The theme of one of the studies was the “Ferris wheel”. The mathematical study was based on regular flat geometric figure with computer designs for how to build the Ferris wheel (FIG. 01):
FIGURE 02 — Ferris wheel. View of the front (left) and back (right), where the sensor that starts movement can be seen. Source: Campos, 2011, p. 17. Thus, a Ferris wheel with six seats was constructed. However, the focus was not on the onstruction model of the seats, which were given, but on programming the wheel (FIG. 02):
FIGURE 02 — Ferris wheel. View of the front (left) and back (right), where the sensor that starts movement can be seen. Source: Campos, 2011, p. 17. Thus, a Ferris wheel with six seats was constructed. However, the focus was not on the onstruction model of the seats, which were given, but on programming the wheel (FIG. 02):
FIGURE 03 - Lego Mindstorms program for the Ferris wheel. Source: Campos, 2011, p. 22. A touch sensor was installed, FIG. 03, to give the idea of programming. When activated, the Ferris wheel (robot) started turning and just like at an amusement park, stopped after a period of time.
FIGURE 03 - Lego Mindstorms program for the Ferris wheel. Source: Campos, 2011, p. 22. A touch sensor was installed, FIG. 03, to give the idea of programming. When activated, the Ferris wheel (robot) started turning and just like at an amusement park, stopped after a period of time.
Note that line 277 of the code gives the form of the curve. Lines 267 and 270 are responsible for the coloring of the pixels. Thus, the code simulates the size of the Ferris wheel, its movement and the curve of one of its chairs (FIG. 05):
Note that line 277 of the code gives the form of the curve. Lines 267 and 270 are responsible for the coloring of the pixels. Thus, the code simulates the size of the Ferris wheel, its movement and the curve of one of its chairs (FIG. 05):
Source: Learning object planned by a student in the Mathematics Teacher Certification Course, 2012.
Source: Learning object planned by a student in the Mathematics Teacher Certification Course, 2012.

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