Get A 3D Visualization Teaching-Learning Trajectory for PDF

By Jacqueline Sack, Irma Vazquez

ISBN-10: 3319297988

ISBN-13: 9783319297989

ISBN-10: 3319297996

ISBN-13: 9783319297996

This monograph describes the improvement and use of a 3D visualization teaching-learning trajectory for hassle-free age novices. utilizing layout examine ideas, the authors built this trajectory utilizing the NCTM options and the Spatial Operational means (SOC) theoretical framework to steer lesson improvement. The SOC framework makes use of genuine 3D types, second and summary representations of the particular types, and, a dynamic desktop 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 research, the inquiry-based studying concentration, the examine technique used, and casual pre-program interviews with player childrens. the subsequent bankruptcy describes introductory actions used to orient the kids to the 3D items that they used in the course of the software. The booklet then specializes in the advance of summary top-view numeric plan representations resulting in representations of oblong prisms, through front-side-top view representations. The final bankruptcy indicates how numeracy was once built-in into this system to aid the hard legit arithmetic curriculum.

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Additional resources for A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children

Sample text

During our one-to-one interviews with children working on Task 1r, we also noted that some had difficulty with the total number of cubes if they had focused on hidden cubes “behind” the visible cubes in the picture. By helping them to focus instead on how many hidden cubes are “below” each visible cube, they usually made better sense of the number of hidden cubes altogether. We asked them to record the number of cubes in each “tower” on the visible cube at the top of the tower. 3 Front-Side-Top Views Top, side and front view activities were added to the Geocadabra manual in Year 3 as soon as children showed proficiency in enumerating cubes and drawing correct top plan views for complex figures such as Task 1r.

We contacted Lecluse, the developer of the Geocadabra platform to ask about the possibility of constructing such figures. Within three days he sent us a new module, the Extended Construction box. 2 Extended Construction Box The new module allowed the user to build block figures within a 3D octant space. When New Block is pressed, a new block appears in the (1, 1, 1) position as shown in Fig. 3. By clicking on the arrows (up, down; left, right; forward, backward) the block moves one space for each click.

Afterwards, as during the instructional day, she asked each child to explain what he or she had written. 1. The following week, the children all set about building 27 small Soma cubes in order to construct a very large 3D array, using all of the 27 sets of small Soma figures. They immediately set about calculating how many unit cubes were in this 27-by-27 array. Examples are shown in Fig. 2. In the left and top right examples, the large figure contained 3 slices, each with 9 small 27-cubes. In top right example, the child had calculated 9 × 27 by decomposing 27 into 20 + 7.

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A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children by Jacqueline Sack, Irma Vazquez


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