Internal Record as a catalyst: Fourth graders' problem-solving practices with the programming robot Emil

Abstract

This research aims to explore the synergy between internal records of the representation and problem-solving practice while fourth graders use Robot Emil to solve a mathematics-related task. The participants are three pairs of pupils from a primary school in Norway. The data comes from pupils’ video-recorded group work in which they discuss the solution to a task in the context of a mathematics lesson. We view the data with a focus on the problem-solving aspect of computational thinking alongside the novel construct of an ‘internal record’ of the representation within the context of the task. The analysis revealed that the internal record of the representation in the Robot Emil environment played a catalyst role in conveying pupils to devise an initial path, evaluate the completed steps and re-devise a path to complete the task.