Abstract
This article examines the contextual role that NAO humanoid robots play in the learning environment of a numerical methods course through a design-based research approach. Under the design of intentional and reflective planning that emanates from the socio-critical paradigm in education, the feasibility of using this type of robot in the classroom as a motivation element to engage students in understanding numerical analysis issues is addressed. In particular, the active learning of engineering students is achieved by studying such robots' forward and inverse kinematics. The didactical sequence to teach the generalized Newton-Raphson method for solving non-linear equation systems is validated as part of a Hypothetical Learning Trajectory proposed. Besides, this research provides a brief theoretical discussion on reflection-in-action of the teacher of Higher Education level.