PRE2023 3 Group 9
Digital Abacus
| Member | Student Number | Major | |
|---|---|---|---|
| Ciska de Greef | 1735004 | BCS | f.i.d.greef@student.tue.nl |
| Lucas Muller | 1437372 | BCS | l.t.muller@student.tue.nl |
| Mex de Loo | 1808753 | BCS | m.e.c.r.d.loo@student.tue.nl |
| Sandor van Wieringen | 1843990 | BCS | s.v.wieringen1@student.tue.nl |
| Tjeh Chou | 1778749 | BCS | t.chou@student.tue.nl |
| Kevin Braam | 1864548 | BCS | k.j.c.braam@student.tue.nl |
Approach
The objective of our robot is to help teach young children to count, and do simple arithmetic calculations. The way in which we aim to facilitate this is by letting the children explore the robot, while also providing nudges towards the correct answers, along with simple rewards for good results. \\
Over the course of this project, we will create a simulation of our prototype that can be used for testing. However, we will not be testing the prototype on our target group, since our target group is very young children. Our goal is to provide a working simulation that responds appropriately to user inputs, testing different methods of reward and timing for nudges.
Planning
To-Do
| Task | Name | Deadline | Done? |
|---|---|---|---|
| Objectives | Lucas | Week 1 | Yes |
| Users | Sandor | Week 1 | Yes |
| State-of-the-art | Tjeh | Week 1 | Yes |
| Approach | Kevin | Week 1 | Yes |
| Planning | Ciska | Week 1 | Yes |
| Milestones | Mex | Week 1 | Yes |
| Deliverables | Ciska | Week 1 | Yes |
| Division | Ciska | Week 1 | Yes |
| Find 5 pieces of literature | Everyone | Week 1 | Yes |
| Task | Name | Deadline | Done? |
|---|---|---|---|
| Make interview questions | Everyone | Week 2 | Yes |
| Read literature | Everyone | Week 2 | Yes |
| Read past assignment | Everyone | Week 2 | No |
| Task | Name | Deadline | Done? |
|---|---|---|---|
| Find problem to tackle | Everyone | Week 3 | |
| Find solutions to that problem | Everyone | Week 3 | |
| Read past assignment (group 10) | Everyone | Week 3 | |
| Add text from overleaf to wiki | Everyone | Week 3 | Yes |
| Add references to wiki | Everyone | Week 3 |
Schedule
| Week 1 | Week 2 | Week 3 | Week 4 |
|---|---|---|---|
| Literature Reading | Interview preperation & further literature study | Conceptualizing |
In the first week, we will mainly focus on literature reading. Getting to know the state-of-the-art and the best approaches to teaching children is key to figuring out our design. Then in the second week, we will apply this knowledge to concept design. We will discuss and determine what our counting robot will look like, such that it fits all requirements. We will start building or simulating our design in the third and fourth weeks. Based on the literature and our finalised concept from week 2, we will determine whether we are building a physical robot, or just simulating it.
| Week 5 | Week 6 | Week 7 | Week 8 |
|---|---|---|---|
| Finalizing Prototype | Testing | Final Adjustments | Documentation |
In the fifth week, we should almost be done building/simulating and we can finalise our prototype. Then we will move on to testing in the sixth week. With the results of our tests, we can make some final adjustments to our robot in week 7. Throughout the entirety of our project, we will document our findings, but in week 8 we can finalise this to be readable.
Milestones
Throughout the project the team has several milestones to be reached, namely having:
- gathered sufficient knowledge of the domain's state of the art;
- found an open problem in the current state of the art;
- created a concept design for a solution to the problem;
- created a prototype for the concept design, this could be a physical prototype or simulation;
- created detailed documentation on the design so that the solution can be physically implemented.
Deliverables
We will have several deliverables throughout this project:
- After week 1: A set of 30 literary pieces about education, learning how to count, using visualisations for teaching
- After week 2: A concept, with sketches and a clear description of our intended prototype.
- After week 5: A first prototype.
- After week 7: A second prototype, debugged through testing.
- After week 8: A report on our findings.
Division
For the first week, the division will be pretty evenly distributed over the needed information for our meeting with the tutor on Monday, 19th of February. Once we have a good concept of our idea in week 2, we can clearly define tasks and divide these among everyone based on their skill set.
Approach
The digital abacus has 10 horizontal rods, each containing 10 beads. These beads can be slided by the user or by the robot itself using motors. The abacus has sensors to measure the position of each bead. It has 5 buttons: The goal button, check button, reset button, solve button and another button to switch between the different modes.
The abacus can be used to teach children how to count. When the goal button is pressed, the robot gives the user a random goal number using the speaker and shows that number on a display. If the user presses this button again, the speaker states the goal number again. When another button, the check button, is pressed. The robot tells the user what the current number of beads on the left side of the abacus is. If this number matches the goal number, the user wins and a victory jingle is played. When the reset button is pressed, all beads move to the right side of the abacus and the goal number gets reset. When the solve button is pressed, the abacus shows the solution by using the motors to move the correct amount of beads to the left, one by one, while using the speaker to count the number of beads it slides.
The abacus can also be used to teach children how to perform addition and subtraction. When the goal button is pressed, the robot gives an operation like 3+3 or 5-2. Just like the counting problem, the user tries to solve the problem and presses the check button to check if the task is performed correctly. Here, the top row represents the ones, the second row represents the tens etc. Multiplication and division can also be done using the abacus. Then, every row represents the ones. In the operation 3x2 for example, the user may slide 2 beads of the first 3 rows to the left. The user may use a button to change between the different modes.
Plan
Many children struggle with learning how to count. Addition and multiplication are difficult subject to master, so we want to develop a digital device to help teachers and students: a digital abacus. First we will look into visual learning and how to teach math using visualisation, which we can then apply when designing the device. Then we will start designing either a physical prototype or a simulation of our counting device.
State of the Art
Squla
Squla, an online learning platform catering to children in grades 1 to 8, is designed for both classroom and home use. Focusing on math education, the platform uses the adaptive quizzes to help kids practice at their own level. The difficulty of the questions adjusts automatically based on the child's proficiency. The quizzes cover various topics, starting with basic arithmetic and progressing to more complex challenges like word problems and money calculations. The adaptive nature ensures that each child operates within their optimal learning zone. The adaptability of Squla is facilitated by algorithms, a variety of questions targeting specific learning goals, and the active participation of many students. The process involves determining the initial level through five questions, refining this assessment over a 20-minute period. Squla ensures a tailored learning experience for each child, enhancing math skills in an engaging manner.
In addition to learning, Squla introduces a motivational element. Children earn coins through correct answers, regular gameplay, and participation in minigames. These coins can be exchanged for rewards, avatars, or crafts. In addition Squla offers parents the ability to track their child's progress through an overview of the exercises completed. This feature, accessible through the parent account, allows for a clear understanding of the skills mastered by the child over time, fostering an informed approach to education.
https://www.squla.nl/rekenen/adaptief-rekenen-hoe-werkt-het
https://www.squla.nl/rekenen/adaptief#groep-3
Ambrasoft
Similarly, Ambrasoft, another educational software platform, focuses on making children's learning of mathematics enjoyable. The program employs a variety of engaging activities and games to make the learning process enjoyable for young learners. Through its user-friendly interface, Ambrasoft offers a range of math exercises that cover fundamental concepts such as addition, subtraction, multiplication, and division. The platform tailors its content to different age groups and skill levels, ensuring that each child receives a personalized learning experience.
Children using Ambrasoft are presented with colorful and visually appealing challenges that not only reinforce their understanding of mathematical concepts but also promote critical thinking and problem-solving skills. The platform incorporates a rewards system, providing positive reinforcement for correct answers and achievements, which further motivates children to actively participate in their learning journey. Additionally, like Squla, Ambrasoft allows parents and educators to track the progress of each child, enabling them to identify areas that may require additional focus or support.
https://www.youtube.com/watch?v=Kl5r5ZNmX9Y
https://lesmethode-vergelijker.nl/noordhoff/basisonderwijs/overigen/ambrasoft/
TaleBot Pro
TaleBot Pro, an engaging educational robot for children aged 3 to 5, it introduces coding, problem-solving, and basic math skills in a user-friendly manner. The TaleBot Pro utilizes buttons on the robot itself for movement, making it accessible for preschoolers. Focusing on math education, the TaleBot Pro features an interactive map tailored for counting activities. It is a colorful map divided into sections, with some tiles representing different numbers. With simple commands like "move forward" or "turn," the robot follows an exciting story that involves counting challenges. Each section on the map helps kids associate numbers with specific locations, enhancing both numerical understanding and spatial awareness.
As kids navigate through counting challenges using the buttons, the robot provides instant feedback, creating a positive and supportive learning environment. In essence, the TaleBot Pro transforms math into an enjoyable adventure, combining storytelling, button-based navigation, and counting to make early education engaging for young learners.
Sphero Bolt
Similarly, Sphero BOLT, a playful and interactive robot, serves as a fun tool for introducing mathematical concepts to young learners. Through programming the BOLT's movements and activities, users engage with fundamental mathematical principles. For instance, they can explore distance and speed by commanding the robot to move specific distances or at varying speeds. The robot's ability to follow programmed paths encourages an understanding of geometry and spatial relationships. This hands-on approach to coding with the Sphero BOLT provides an effective way for children to learn and apply mathematical concepts in a real-world context, fostering a connection between programming and foundational math skills.
Focussing on math for example, engaging math activities for young children, ages 3 to 5, can be created with Sphero Bolt. One exciting game is "Decimal Shake," introducing basic addition and the concept of decimals. In this game, children take turns shaking the BOLT to generate decimals, adding them together with the goal of getting as close as possible to 1.0. The physical interaction with the BOLT adds an element of strategy, turning math into a playful and competitive learning experience.
Marty
Marty the Robot serves as a friendly and educational companion designed to bring excitement and accessibility to coding and STEM education. Resembling a mini-humanoid, Marty moves, dances, and can be programmed using various languages, from the beginner-friendly Scratch to Python. Whether in the classroom learning counting and adding or delving into robotics fundamentals, Marty sparks curiosity, transforming abstract concepts into interactive experiences for learners of all ages.
Focucsing on math for example, in a lesson about counting, Marty turns basic math into a dynamic and enjoyable experience. Children embark on a learning journey with Marty, mastering counting from one to five. The lesson begins with an animated warm-up game, encouraging children to move and count their steps based on different statements. This lively start energizes the learners and creates anticipation for the engaging activities that follow. During the "Time for Practice" segment, Marty's pre-programmed code comes into play. His synchronized arm movements provide a clear and visual representation of counting and adding concepts. The lesson concludes with a reflective "Cool Down" session, where children discuss their successes and challenges. This provides valuable insights for the teacher to gauge comprehension and offer additional support as needed. Marty serves not just as an educator but also as a motivator, making the learning journey a joyful and enriching experience for young minds.
Users
Between 2% and 10% of the world population has Dyscalculia [1], this means that those people have much harder time learning mathematics than most other people. Which calls for a lot of extra practise, for those people it would be fun to have an tool that helps you and give feedback on the calculations, making them potential users for the product.
Furthermore, everyone on earth has to learn how to count and calculate at some point in their life, and it has been proven that for most people a visual explanation helps to see how mathematics works and makes it easier to do the calculations [2]. That means that also ground schools would be possible users of our product, to help the teacher teach this to the students.
Another user would be office workers that have to add a lot of numbers. Of course it seems logical to use an actual calculator at first. But adding the visualisation to the calculator gives a much better overview of whats happening to the numbers than adding raw numbers, this could reduce the amount of errors made, which would be very helpful for companies.
Literature
Education of Mathematics
Jordan, N.C. & Levine, S.C. [3] talk about how many children from low-income families struggle with mathematics and are performing on a lower level than their peers. Most children should enter school with some level of number skills. On these skills are built and more concepts are learned. These skills can be split into several types of knowledge. Preverbal number knowledge can already be shown in infants. They know how to represent a number in a nonverbal manner. This knowledge is as good as natural and does not require any outside input. However, after preverbal number knowledge, a child should develop symbolic number knowledge. This type of knowledge should be developed before and during the time the child goes to school, but does not come naturally. In their early childhood, they should be taught the following concepts: subitizing (recognizing sizes of sets without counting), counting, numerical magnitude comparisons (which number is bigger), estimation, and arithmetic operations.
Problems occur when learning these concepts. Many children count on their fingers, which leads to mathematics learning difficulties in the long run (this same problem might occur on our abacus).
To help children with mathematics learning difficulties, several solutions are effective. For example, board games involving linear number representations (such as chutes and ladders) [4].
Gervasoni and Sullivan (2007) [5] investigate the vulnerability of children in 4 domains of number arithmetic: Counting, Place Value, Addition/Subtraction strategies and Multiplication/Division strategies. They find that there is no single method of for describing children who have difficulties with mental arithmetic nor their instructional needs. It also finds that a student being vulnerable in one domain, does not imply that they are vulnerable in another.
Buckingham (1935) [6] asks the question of when to begin teaching arithmetic to children. At the time the paper was written, students were being taught arithmetic since the first grade. The question was then asked whether arithmetic should be postponed until a later grade. An earlier investigation concluded that arithmetic taught in the first two grades was not needed. It is shown that a subject should be taught when the student is ready for it, and has utilities for it outside of school. The author states that children are ready and have use-cases for arithmetic outside of school already in the first grade. Relating back to the earlier investigation that concluded that arithmetic taught in the first two grades was not needed, the author proposes that the arithmetic taught in these grades were simply not the right type of arithmetic. In the earlier grades, students should be exposed to concrete arithmetic rather than to abstract arithmetic.
Visualization and Education
Vavra (2011) [7] shows how important visualisation is in education.
Robotics and children
Mubin (2013) [8] gives an overview of the field of robotics in education. It provides classifications for robots in education, such as the domain or subject of the Learning Activity or where the learning takes place during the Learning Activity. It also discusses some open areas of researched which have not yet been investigated at the time.
Konijn et al. (2020) [9] gives an overview of the research into robots in education. The overview mainly consists of conclusions of experiments where robots were shown to have positive effects in education. One important take-away from the paper is that the social behaviour of educational robots should be tailored to the person being targeted. Examples and experiments of this are given in the paper.
Interview Questions
Questions for teachers.
- What challenges do you face in teaching elementary math to your students?
- Can you share any specific math topics or skills that you find challenging to teach effectively?
- What types of resources or tools do you currently use to enhance math learning in the classroom?
- In your experience, what approaches or teaching methods have been most successful in engaging for your students?
- How do you assess the progress and understanding of math concepts among your preschool students?
Questions for parents.
- What challenges do you face in teaching elementary math to your kid?
- Can you share any specific math topics or skills that you notice your kid finds challenging?
- What types of resources or tools do you currently use to enhance math learning with your kid?
- In your experience, what approaches have been most successful in engaging your kid?
- How do you assess the progress and understanding of math concepts with your kid?
Appendix
Logbook (140 / 8 = 17.5 hours per week)
| Week | Name | Hours Spent | Total Week | Total Overall |
|---|---|---|---|---|
| 1 | Ciska | Meeting1 (2h), Brainstorm (1h), Meeting2 (4h), Working on Actionpoints (3h) | 10 | 10 |
| Lucas | Meeting (2h), Meeting2 (4h) | |||
| Mex | Meeting (2h), Meeting2 (4h) | |||
| Sandor | Meeting (2h), Brainstorm (1h), Meeting2 (4h), Users(2h), Reading literature(3h) | 12 | 12 | |
| Tjeh | Meeting (2h), Brainstorm (1.5h), Meeting2 (4h) | 7.5 | 7.5 | |
| Kevin | Meeting (2h), Brainstorm (1h), Meeting2 (4h), writing approach (1.5h) | 8.5 | 8.5 | |
| 2 | Ciska | Meeting (2h), Brainstorm (1h), Interview Questions (1h), Reading literature (4h) | 8 | 18 |
| Lucas | ||||
| Mex | ||||
| Sandor | Meeting (2h), Interview Questions (1h), Reading literature (3h) | 6 | 18 | |
| Tjeh | Meeting (2h), Report (1h), Interview Questions (1h), State of the Art (6h) | 10 | ||
| Kevin | ||||
| 3 | Ciska | Meeting (3.5h) | ||
| Lucas | ||||
| Mex | ||||
| Sandor | ||||
| Tjeh | ||||
| Kevin |
References
- ↑ Tibane, C. C., Mhlongo, T., & Mafa, T. O. N. (2024). Exploring the Prevalence and Awareness of Dyscalculia Among Grade 10 Learners: A Case Study. Research Square (Research Square). https://doi.org/10.21203/rs.3.rs-3884817/v1
- ↑ Tiwari, S., Obradović, D., Rathour, L., Mishra, L. N., & Mishra, V. N. (2021). Visualization in mathematics teaching. Journal of Advances in Mathematics, 20, 431–439. https://doi.org/10.24297/jam.v20i.9136
- ↑ Jordan, N. C., & Levine, S. C. (2009b). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews, 15(1), 60–68. https://doi.org/10.1002/ddrr.46
- ↑ Siegler, R. S., & Ramani, G. B. (2008). Playing linear numerical board games promotes low‐income children’s numerical development. Developmental Science, 11(5), 655–661. https://doi.org/10.1111/j.1467-7687.2008.00714.x
- ↑ Gervasoni, A., & Sullivan, P. B. (2007). Assessing and teaching children who have difficulty learning arithmetic. Educational and Child Psychology, 24(2), 40–53. https://doi.org/10.53841/bpsecp.2007.24.2.40
- ↑ Buckingham, B. R. (1935). When to begin the teaching of arithmetic. Childhood Education, 11(8), 339–343. https://doi.org/10.1080/00094056.1935.10725371
- ↑ Vavra, K. L., Janjic-Watrich, V., et al. (2011). Visualization in science education. ASEJ, 41(1):22–30. https://sc.teachers.ab.ca/SiteCollectionDocuments/Vol.%2041,%20No.%201%20January%202011.pdf#page=24
- ↑ Mubin, O., Stevens, C. J., Shahid, S., Al Mahmud, A., and Dong, J.-J. (2013). A review of the applicability of robots in education. Journal of Technology in Education and Learning, 1(209-0015):13.
- ↑ Konijn, E. A., Smakman, M., & Van Den Berghe, R. (2020). Use of robots in education. The International Encyclopedia of Media Psychology, 1–8. https://doi.org/10.1002/9781119011071.iemp0318