Educational robots foster engaging, democratic, and collaborative learning environments, enhancing students' mathematical and engineering abilities by enabling them to interact, solve problems, assimilate information, and communicate effectively within the classroom. This study aims to examine the impact of educational robots on the development of engineering mathematics skills. The study uses a quantitative approach with a quasi-experimental design for a single pre- and post-test group. The sample consisted of 40 fifth grade students who initially studied geometry using traditional methods, followed by studying the same content using the educational robot. The study found that robot-based education significantly improved engineering mathematics skills. It was concluded that using educational robotics as a tool for teaching mathematics improved computational thinking, engineering mathematics, motivation, creativity, cooperation, and teamwork. It is possible to argue that the study's results corroborate relevant research showing how educational robots raise students' academic performance and improve their critical thinking. These results lend credence to the idea that educational robots improve learning beyond traditional approaches by actively involving students, giving subjects greater concreteness, and capturing their interest and attention. The study recommends the creation of new mathematical activities using educational robots across various mathematical contents and educational stages, further enhancing engineering mathematics among students.

The study aimed to investigate the relationship between students’ prevailing brain dominance pattern and their level of creative thinking in science. The study sample consisted of 850 ninth-grade students in Jordan selected by the cluster random method. The brain control scale and the test of creative thinking in science were used to collect data. The study concluded that the student’s creative thinking level was medium in Jordan. The results also showed that the average scores of students with integrated brain control were higher, statistically significant, than those of students with left and right brain control. The results also showed that there were statistically significant differences between the arithmetic means of creative thinking due to gender and in favor of males.