Abstract

Today, robotics is used as a motivating element there is no known history of its use as an educational methodology for other subjects. However, new generations of students have a "symbiotic" relationship with technology and all things that are considered simply "boring." Classes that do not use technology in their composition present greater dispersion. The current situation of teachers involved in data network teaching methodologies is similar to the use of behavioral psychology practices, based on iterative process to achieve anchoring, improving the process in each repetition, leaving aside the important "understanding" in exchange for the urgency of "doing." In this sense, robotics has a dual effect in the classroom: decreasing dispersion in the classroom and increasing the understanding of high abstraction algorithms. Activity enables visualizing the execution of the algorithms of routing instead of being limited only to an abstract mathematical process and the methodology will contribute to the understanding of the algorithmic processes. The more meaningful the learning processes and knowledge, the greater the ability to modify and project the creation of new knowledge, which, in turn, will enable students to generate autonomy. The main objective of this research is to demonstrate that methodologies associated with n-dimensional processes and / or activities improve understanding by generating meaningful learning in the classroom. It is expected to contribute to recuperating the "how" and "why" as a means to reach the "doing,” but by using methodologies that persuade the methodologies they lead. Robotics is a current topic which attracts student attention. This generates a low dispersion levels and it also helps teachers improve internal communication levels in the classroom and keep students focused. The results obtained enable us to observe the impact of the use of robotics-based methodology in understanding the routing of algorithms.