By Jacqueline Sack, Irma Vazquez
This monograph describes the improvement and use of a 3D visualization teaching-learning trajectory for trouble-free age novices. utilizing layout learn rules, the authors built this trajectory utilizing the NCTM strategies and the Spatial Operational ability (SOC) theoretical framework to steer lesson improvement. The SOC framework makes use of genuine 3D versions, 2nd and summary representations of the particular versions, and, a dynamic laptop interface, the Geocadabra building field, which integrates those representations dynamically in actual time. The paintings starts off with describing the theoretical SOC frameworks that guided the examine, the inquiry-based studying concentration, the learn technique used, and casual pre-program interviews with player teenagers. the following bankruptcy describes introductory actions used to orient the kids to the 3D items that they used through the application. The ebook then makes a speciality of the improvement of summary top-view numeric plan representations resulting in representations of oblong prisms, via front-side-top view representations. The final bankruptcy indicates how numeracy was once built-in into this system to aid the not easy reputable arithmetic curriculum.
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Extra resources for A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children
These were supported by video-recordings and subsequent transcriptions to help us triangulate observation data. Sometimes the children posed interesting questions and we allowed them to explore these to see what would evolve. We did not have a set trajectory in mind other than having the children develop proﬁciency moving among 3D models, 2-D conventional pictures (usually assemblies of Soma ﬁgures) and top plan views using the Construction Box. When they began to construct assembly task puzzles, some became frustrated that they had used the Soma ﬁgures to assemble interesting ﬁgures with holes or over‐ hangs that could not be constructed using the bottom-up process on the Construction Box.
4 Sophia’s permutations of Soma ﬁgures #5, #6 and #7 Fig. 5 Dawn’s permutations of Soma ﬁgures #1, 5, 6 and 7 numeracy gaps. After pointing out the combination sequence on her cake pattern: 7–6–5–1, she started to write another random combination, starting with 1—… We suggested she keep the 7 and the 6 in place and think about another arrangement. She immediately wrote 7–6–5–1, and then 7–6–1–5 and continued until she had all 6 arrangements beginning with 7. She then proceeded to write down all six combi‐ nations beginning with 6—and had no trouble suggesting that there would be six more that began with 5 and six more that began with 1 for a total of 24 diﬀerent combinations (See Fig.
They set their own levels of challenge according to their conﬁdence with the new interface and with their ability to move from the 3D assembly ﬁgures to the virtual 2D image on the interface. As soon as they had begun to construct these task cards, they immediately started to make coding puzzles as they had for the bottom-up task ﬁgures they had previously created on the regular Construction Box interface. This posed a new problem for the research team since they were not aware of a coding system for ﬁgures with holes or overhangs that would uniquely determine each 3D ﬁgure.