Sack / Vazquez A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children

1. Auflage 2016
ISBN: 978-3-319-29799-6
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 44 Seiten

Reihe: SpringerBriefs in Education

This monograph describes the development and use of a 3D visualization teaching-learning trajectory for elementary age learners. Using design research principles, the authors developed this trajectory using the NCTM recommendations and the Spatial Operational Capacity (SOC) theoretical framework to guide lesson development. The SOC framework utilizes actual 3D models, 2D and abstract representations of the actual models, and, a dynamic computer interface, the Geocadabra Construction Box, which integrates these representations dynamically in real time. The work begins with describing the theoretical SOC frameworks that guided the study, the inquiry-based learning focus, the research method used, and informal pre-program interviews with participant children. The next chapter describes introductory activities used to orient the children to the 3D objects that they used throughout the program. The book then focuses on the development of abstract top-view numeric plan representations leading to representations of rectangular prisms, followed by front-side-top view representations. The last chapter shows how numeracy was integrated into the program to support the demanding official mathematics curriculum.

Autoren/Hrsg.

Sack, Jacqueline

Vazquez, Irma

Inhaltsverzeichnis

1;Contents;6
2;1 Introduction and Project Background;8
2.1;Abstract;8
2.2;1.1 The Start of a Task-Design Journey in the Context of Block Buildings;8
2.3;References;10
3;2 Theoretical Frameworks and School Context;11
3.1;Abstract;11
3.2;2.1 Why Are Visualization Skills Important?;11
3.3;2.2 The Spatial Operational Capacity Framework;12
3.4;2.3 Research Methodology;14
3.5;2.4 School and Classroom Context;14
3.6;2.5 Pre-program Interview;15
3.7;References;16
4;3 Introductory Activities;18
4.1;Abstract;18
4.2;3.1 Four Block Houses;18
4.3;3.2 The Soma Puzzle Pieces;21
4.4;3.3 The Coordinate Grid;22
4.5;References;23
5;4 The Geocadabra Construction Box Dynamic Geometry Interface;24
5.1;Abstract;24
5.2;4.1 Learning to Use the Construction Box;24
5.3;4.2 Supporting Learners with Relatively Weak Visual Skills;27
5.4;4.3 Front-Side-Top Views;30
5.5;Reference;32
6;5 3D to 2D via Top-View Plans;33
6.1;Abstract;33
6.2;5.1 Self-created Task Card Puzzles;33
6.3;5.2 Extended Construction Box;36
6.4;5.3 Rectangular Prisms and Their Volumes;39
6.5;References;40
7;6 Connections to Numeracy;41
7.1;Abstract;41
7.2;6.1 Scaling up the Soma Cube;41
7.3;6.2 Permutations Within Cake Patterns;45
7.4;6.3 Conclusions;47
7.5;References;48