Fostering critical thinking in mathematics through educational robotics: a quasi-experimental pilot study on speed calculation in Tunisian primary schools

- Elharbaoui, Elassaad (orcid.org/0000-0002-1946-3561) and Ntebutse, Jean Gabin (orcid.org/0009-0000-3809-838X) (2026) Fostering critical thinking in mathematics through educational robotics: a quasi-experimental pilot study on speed calculation in Tunisian primary schools Information Technologies and Learning Tools, 2 (112). pp. 19-43. ISSN 2076-8184

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Abstract

Mathematics education in Tunisia faces a persistent challenge in fostering critical thinking skills among 6th-grade students, particularly within contexts characterized by limited technological and budgetary resources. Against this backdrop, the present pilot study aims to evaluate the impact of a low-cost, robotics-based pedagogical intervention, specifically designed around an explicit critical prompt, on stimulating students' critical thinking during speed calculation activities. A quasi-experimental design was implemented with a sample of sixteen students (n=16) from a Tunisian primary school, divided into an experimental group (benefiting from instruction assisted by a Micro:bit robot, costing approximately 30 USD) and a control group. Data were collected through systematic video observation and analyzed using the validated [1] observation grid, demonstrating excellent inter-rater reliability (Cohen's Kappa = 0.85). Statistical analyses, performed via Fisher's exact test, revealed that the experimental group exhibited significantly higher critical thinking behaviors across four key dimensions (higher-level questioning, elaboration, active engagement, critical attitudes), with p-values ranging from 0.002 to 0.026 and medium-to-large effect sizes (Cohen's d = 0.65-1.23). These results are primarily attributable to the integration of a fundamental pedagogical prompt ("Before using the robot's data, write down an alternative method to verify your calculations"), which transformed the robot from a mere tool into a true "catalyst for doubt" and an object of critical inquiry, thereby enriching the foundations of Papert's constructionism. Although the small sample size and short duration of the intervention call for cautious interpretation, this study demonstrates the feasibility and effectiveness of a low-cost robotics intervention for developing 21st-century critical thinking skills, opening promising avenues for longitudinal research and the development of equitable educational policies in under-resourced environments.

Item Type:	Article
Keywords:	Robot-Assisted Learning; Critical thinking; Speed calculation; Quasi-experimental design; Primary mathematics; Tunisian education; Low-cost technology
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 5 Мathematics. natural sciences > 51 Mathematics
Divisions:	Institute for Digitalisation of Education > Generic resouse
Depositing User:	Алла 1 Алла Почтарьова
Date Deposited:	22 Jun 2026 11:09
Last Modified:	22 Jun 2026 11:09
URI:	https://lib.iitta.gov.ua/id/eprint/749689

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