From algorithms to innovation: pre-service mathematics teachers' perceptions of robotics-enhanced problem-solving instruction

Abstract

Educational robotics has gained substantial attention for its capacity to transform the way students learn. Conversely, over-reliance on traditional teaching techniques, which prioritise memorisation over critical thinking and problem-solving, still prevails in mathematics classrooms. Different perceptions exist regarding the potential for educational robotics to enhance problem-solving skills. The study, therefore, surveyed demographic differences in the perceptions of pre-service mathematics teachers regarding the potential of educational robotics to enhance problem-solving skills among 242 undergraduates randomly selected from three prominent campuses in Ekiti State. Data were analysed through descriptive statistics, independent t-tests, and ANOVA. The findings reveal a broad consensus that educational robotics enhances conceptual understanding and fosters problem-solving skills. However, the findings reveal significant differences in perceptions based on gender, age, and level. Educational robotics should not be an afterthought, but a core component of pedagogical preparation. The study recommends that the National Universities Commission include robotics integration as a criterion for accrediting teacher-education programs.