Developing Mathematics Achievement through Using Robotics Applications in Flipped Learning

We applied for this project to address the need for greater awareness of math anxiety among teachers and prospective teachers. As highlighted in the EU report “Teacher Education for Inclusion”, effective teaching and the ability to inspire all learners to reach their full potential can have a lasting, positive impact on their futures. An inspiring and well-equipped teacher plays a crucial role in student achievement. Math anxiety, when significant, can lead to serious consequences in everyday life. Students may respond to mathematical challenges with passivity, reduced effort, low self-esteem, or even panic. The long-term effects of underachievement—such as limited job opportunities, dropping out of education or training, social exclusion, or unemployment—must be addressed with care, especially considering that around 14 million young people in Europe are currently not in education or employment. This project aimed to enhance the ability of teachers and future teachers to integrate robotics into their mathematics instruction. Teaching math through game-like experiences can significantly reduce anxiety and better prepare students for both the digital transformation and real-life challenges.

The primary goal of this project was to close the skills gap among undergraduate students preparing to work in primary schools, particularly in addressing challenges related to students with math anxiety. We also aimed to develop an innovative curriculum that integrates robotics applications into teaching and learning practices at the primary level. Through training sessions, seminars, and pilot programs, the project sought to enhance participants’ digital readiness, resilience, and overall teaching capacity in primary education. Additionally, the project aimed to raise awareness of math anxiety among pre-service primary school teachers, help them overcome the challenges they may encounter when teaching children affected by it, and introduce them to innovative instructional strategies that can accelerate learning for students with math anxiety.

WP1 - partners ensured efficient coordination, cooperation and monitoring; WP2 - literature review in English; survey and interview reports in all partner language, the Modular Curriculum with 10 modules, available in all project languages. WP4 - 5 a Virtual Video Library with 50 videos and 52 animated PPTs WP5 - dissemination efforts targeted the project’s key audiences. 10 seminars including a final conference in Turkey. Dissemination outputs included 3 newsletters and a leaflet, all available in partner languages. All results are available on the project website: https://www.rbtsinmath.eu.