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In this paper, we discuss the utilization of an innovative learning tool, the Sphero BOLT robot, in a 10-day algebra-based mathematics education course for graduate students. Students created routes for their BOLTs to travel and determined ways to measure the distance, rate, and time of their robots’ movements. The student prompt, sample student work, class time considerations, and sample student-written reflections about the activity are detailed, in addition to implications and suggestions for teacher educators
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