Mathebotics: Mathematics with Computing and Robotics

  • by Harry H Cheng

Mathematics education is at a crossroads. For decades, educators have searched for ways to make mathematics more relevant, engaging, and applicable to real-world contexts, while maintaining the rigor demanded by academic standards. Drawing on over two decades of work in integrating computing and robotics into K–12 mathematics education and collaboration with more than a thousand teachers and administrators, I coined the term Mathebotics in 2017 to describe an emerging field that unifies mathematics, computing, and robotics. A paper on Mathebotics was recently published in 2025 [1], formalizing its principles and applications and offering a powerful pathway forward for K–12 education.

Addressing Persistent Math Achievement Gaps

Huge disparities in students’ mathematical skills continue to persist nationally and across racial and socioeconomic groups. According to the National Center for Education Statistics (2024), only 10% of African American students and 14% of Hispanic students in public schools nationwide were proficient or above in eighth-grade mathematics, compared with 37% of white students.

State-level results reflect similar patterns. In California (2024):

  • Only 35.5% of all students met or exceeded state math standards
  • Only 18% of African American students met or exceeded standards
  • Only 24% of Hispanic/Latino students met or exceeded standards

These statistics highlight the urgent need for innovative approaches like Mathebotics, which contextualizes mathematics through computing and robotics, engages students in hands-on learning, and has the potential to narrow achievement gaps while supporting all learners.

What Is Mathebotics?

Mathebotics is an emerging field that unifies mathematics, computing, and robotics into a single, integrated learning experience. It can be embedded within a traditional math course, offered as an elective, or serve as a full replacement for a traditional course. In every format, it brings mathematical concepts to life in tangible and interactive ways. As illustrated in Figure 1, which shows a Venn diagram with mathematics, computing, and robotics intersecting at Mathebotics, this approach enriches traditional practices with contextualized, hands-on, and deeper-learning opportunities.

Mathebotics – Mathematics with Computing and Robotics

Figure 1: Mathebotics ---- Mathematics with Computing and Robotics.

Unlike other approaches that focus mainly on pairing mathematics with coding or robots for a limited set of topics, Mathebotics is fully aligned with K–12 state math standards. Every mathematics topic can be supported with alternative pathways for exploration. For example, students might write a computer program to investigate algebraic patterns or program robots to demonstrate geometric relationships and proportional reasoning. These experiences enrich and extend the curriculum while maintaining the rigor of traditional mathematics instruction.

Emerging Roles in Mathebotics

As Mathebotics develops as an emerging field, new professional identities are also emerging:

  • Mathebotics Teachers: Educators who integrate coding and robotics into their daily mathematics instruction.
  • Mathebotics Engineers: Engineers who design and develop robotics systems specifically for mathematics education.
  • Mathebotics Researchers: Scholars who study the impact, challenges, and opportunities of Mathebotics in K–12 and beyond.

Computing as a Core Skill

In modern science and engineering, computation is often regarded as the third pillar of practice, complementing theory and experimentation. Within Mathebotics, computing spans computer science (CS), data science, human-computer interaction, and related fields. Increasingly, educators and researchers agree that computational thinking should be considered a foundational skill, on par with reading, writing, and arithmetic. In the era of artificial intelligence (AI), computational thinking and coding are more important than ever, equipping students with the skills to understand, create, and critically engage with emerging technologies.

Mathebotics builds on this idea by highlighting the congruence between mathematical and computational thinking. When taught together, they reinforce one another. Programming, in this context, becomes more than a technical skill. It serves as a vehicle for exploring algebraic structures, problem solving, and modeling real-world applications, all in alignment with state math standards that emphasize reasoning and problem solving.

Robotics as a Bridge to Engagement

Robotics provides the third dimension of Mathebotics. Here, a robot is defined as a reprogrammable device capable of movement, sensing, and reacting to its environment. Robotics brings together principles from mechanical engineering, electrical engineering, computer science, and artificial intelligence (AI), while also serving as a powerful educational tool.

For students, robots offer a hands-on, minds-on, and social learning experience that is consistent with constructivist learning theory. Although robotics is increasingly present in after-school clubs, electives, and competitive teams, it rarely finds its way into the core mathematics classroom. The challenge is clear. Teachers already manage a packed curriculum, and introducing robotics can feel like an additional burden.

Mathebotics addresses this challenge by positioning robotics as a natural extension of math learning. Virtual robots can be used for most activities, with hardware robots optional. Hardware robots provide an even more engaging, hands-on experience, and certain activities, such as those for collaborative learning, may require physical robots. 

Whether as part of a traditional course, an elective, or a full replacement, robotics enables students to experience mathematical concepts in action, turning abstract math concepts into concrete, real-world applications.

The Promise of Mathebotics

By weaving mathematics, computing, and robotics together, Mathebotics provides students with an innovative and rigorous way to learn. It contextualizes mathematics, making it meaningful while preserving academic depth. It cultivates computational thinking skills that are increasingly essential for future careers. And it leverages robotics to transform abstract ideas into interactive and engaging experiences.

In short, Mathebotics is more than a teaching strategy. It is an emerging field and a vision for the future of mathematics education.

Real-World Impact: A Math Success Story

The effectiveness of Mathebotics is evident in this case study. After participating in a Mathebotics class, students in a 6th grade math class showed remarkable growth. As 5th graders in 2022–2023, only 16% met or exceeded the expected standard on the state math test. By the end of 6th grade, 71% met or exceeded standards, representing a 344% increase. Of the students in the class, 94% are Hispanic or Latino, and one RSP student improved from Not Met Standards to Exceeded Standards, highlighting how Mathebotics can engage diverse learners while dramatically improving outcomes.

Mathebotics and the Era of the New California Math Framework

The California Math Framework emphasizes problem solving, real-world applications, and the integration of technology to support deeper learning. Mathebotics aligns closely with these goals, providing students with tools to apply mathematics in authentic contexts, engage in computational thinking, and develop collaboration and problem-solving skills essential for future careers.

Invitation to Dialogue

The conversation on Mathebotics and its role in shaping the future of mathematics education is just beginning. To foster this dialogue, I will be co-presenting with several teachers in a session on Mathebotics and the Era of the New California Math Framework at the Pre-Conference of the 15th Annual C-STEM Conference at the UC Davis Conference Center. This session will take place at 2:30pm-3:30pm on October 16, 2025.

I will also make a presentation at the 57th Annual NCSM Conference in Atlanta at 10:30am-11:30am on October 14, 2025.

We invite educators, administrators, and researchers to join us for discussion and exchange of ideas. Working together, we can make a difference.

Learn More

More details about Mathebotics, along with an effective implementation framework known as SHINE, can be found in the reference below. The article also discusses lessons learned, challenges encountered, opportunities identified, and priorities for future research in Mathebotics education.

Reference
[1] Cheng, Harry H. Mathebotics: Integrated Education on Mathematics with Computing and Robotics. Proceedings of the 2025 IEEE/ASME International Conference on Mechatronic and Embedded Systems and Applications, Paper #DETC2025-169789, Anaheim, CA, August 17–20, 2025.

[2] Cheng, Harry H. Mathebotics:  Mathematics with Computing and Robotics, September 5, 2025. https://c-stem.ucdavis.edu/mathebotics (this article).

UC Davis Leadership in Innovation

As home to the C-STEM Center and a leader in integrated computing and STEM education, UC Davis is at the forefront of pioneering initiatives such as Mathebotics. The UC Davis C-STEM Program exemplifies Mathebotics in practice, demonstrating how an integrated approach to mathematics, computing, and robotics can enhance student learning while aligning with state math standards. Through initiatives like this, UC Davis continues to advance research and practice that make mathematics more meaningful, equitable, and impactful for all learners.