3D Printing and GeoGebra as artefacts in the process of studying mathematics through architectural modelling (original) (raw)
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Exploring the use of 3D computer-aided design and 3D printing for STEAM learning in mathematics
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International Journal of Education in Mathematics, Science and Technology, 2019
Modeling activities enriched with 3D printers are effective in providing teachers with the skills they should have and in using the technology in mathematics education. In this regard, in the present study, ten-week modeling activities were carried out with 3D printers that are widely used in different fields along with educational environments and the engineering and modeling skills used by pre-service teachers were revealed. In the study, eight teacher candidates studying in the 2nd grade of the Department of Elementary Mathematics Education in the Yozgat Bozok University Education Faculty took part. The study was designed as a case study defined as the study of specific situations in a certain context. Individual interviews, video recordings of the application and produced models were used as data collection tools to determine emerging engineering and modeling skills of teachers during Model-Eliciting Activities (MEAs). At the end of the study, it was revealed that pre-service te...
The recent and popular “Maker” movement worldwide has revived conversations about creativity, hands-on “Making,” arts and design, humans with tools and digital experiences beyond the flat-screen. However, such conversation mainly revolve doutside the realm of formal education. This article presents two learning tasks, one in upper primary (age 10–11) and one in lower secondary (age 12–13), which integrate“Making” and 3D computer-aided design (CAD), thereby facilitating Science,Technology, Engineering, and Mathematics (STEM) learning in mathematics classrooms. By adopting a design-based research methodology, we examine students’mathematics learning with respect to dissecting and forming 2D shapes and volume of composite solids with the use of 3D CAD and the kinds of integrated STEM learning practices they demonstrated in the activities. Qualitative data were collected in the form of videos of the students’ communication and screenshots of their initial and final designs as they engaged with the 3D CAD environment, as well as students’ written reflections and teachers’ lesson analysis. Results showed that the students used 3D CADto develop spatial skills and to achieve mathematics learning far beyond using formulae and performing procedures. The learning activities also enabled an integrated STEM learning experience in productive and unobtrusive ways.
Asia Pacific Education Review, 2022
This paper reports on a mixed-methods, design-based study conducted with five classes of Primary 6 (age 11-12 years) students learning the properties of 3D solids. The researcher and participating teachers designed mathematics lessons that integrated the hands-on construction of artifacts (i.e., making) with a class set of 3D printing pens to introduce various properties of prisms and pyramids in two primary schools in Hong Kong. Quantitative results show that the designed learning activities with 3D printing technology greatly supported student learning on all questions related to working with vertices (0D), edges (1D), and faces (2D). Qualitatively, one researcher observed that the students produced hand movements and language that were conducive to learning the properties of 3D solids while they interacted with 3D printing pens. This study draws attention to the unity of mind-body and body-tool interactions in the act of making something (i.e., mathematics learning as embodied making).
British Journal of Educational Technology
The recent and popular "Maker" movement worldwide has revived conversations about creativity, hands-on "Making," arts and design, humans with tools and digital experiences beyond the flat-screen. However, such conversation mainly revolved outside the realm of formal education. This article presents two learning tasks, one in upper primary (age 10-11) and one in lower secondary (age 12-13), which integrate "Making" and 3D computer-aided design (CAD), thereby facilitating Science, Technology, Engineering, and Mathematics (STEM) learning in mathematics classrooms. By adopting a design-based research methodology, we examine students' mathematics learning with respect to dissecting and forming 2D shapes and volume of composite solids with the use of 3D CAD and the kinds of integrated STEM learning practices they demonstrated in the activities. Qualitative data were collected in the form of videos of the students' communication and screenshots of their initial and final designs as they engaged with the 3D CAD environment, as well as students' written reflections and teachers' lesson analysis. Results showed that the students used 3D CAD to develop spatial skills and to achieve mathematics learning far beyond using formulae and performing procedures. The learning activities also enabled an integrated STEM learning experience in productive and unobtrusive ways.
2023
In the past three decades, and especially accelerated during the Covid-19 pandemic, technology-assisted learning and teaching, and particularly in our case dynamic mathematics software in science-technology-engineering-arts-mathematics (STEAM) settings are becoming increasingly important. More recently, the development of more advanced mathematics-related technologies such as augmented reality, computer-aided design software, 3D printing, and global positioning system-enabled visualisations and modulations of mathematical concepts and the development of different behaviours in learning and teaching. These advanced technologies could enable students to more easily become creators, develop simulations, and utilise multiple representations of real-world or abstract objects by applying their mathematical and modelling skills. In addition, through such approaches, mathematical modelling and visualisations facilitated crossing subject boundaries in Science Technology Engineering and Mathematics (STEM) and more recently STEAM fields. Consequently, there is an increased amount of research connecting students' visualisations and modelling of their realworld environments and working on real-world problems with these technologies. In this paper, we reviewed promising research within the past two years on the uses of advanced technologies in mathematics, and in a broad sense STEAM education, circling around the question 'Can you create?' and how such novel approaches could impact behaviours of students and teachers in the current educational circumstances.
Integrating 3D Printing Technologies into Architectural Education as Design Tools
Emerging Science Journal, 2020
3D printing technology offers the chance to produce very small-scale, complex forms that could help to improve educational materials for architectural design. In this age of technological advances, architectural education needs to integrate modern teaching methods that could enhance students’ visual perception. This research thus examined the impact of computational design modeling and 3D printing technology on the spatial cognition of architecture students. It starts with the premise that the use of the 3D printed models will support design logic and improve the deep understanding of spatial perception among students. Thirty architecture students were asked about a designed project realized for the purpose of this study. They were presented both a project designed via computer modeling software and a printed model of the same project. The outcomes indicate that the use of 3D printing gave better results in the development of students’ spatial abilities. The findings also confirm th...
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In this paper, we present 3D printing examples that we developed and unitized for hybrid teaching during the global pandemic. We highlight the benefits of 3D printing in classrooms and opportunities for developing different knowledge and skills, starting from mathematical and technological knowledge to communication and collaboration skills. During our activities, we used GeoGebra for 3D printing preparations, it was also utilized for online students’ activities, while supporting theoretical background students gained in real classrooms. Since 3D printing technology in the classroom is at its beginnings, the presented observations are highlighting teaching new kinds of strategies supported by 3D printing.
Setting a Creative Math Task with SET 3D: Modeling Physical Pieces through Digital Resources
2019
This paper presents and discusses teaching experiences in which mathematical and technological competencies of students are developed through games and puzzles. In-service teachers were encouraged to play some games in its physical form and then challenged to digitally recreate them. Observations from these experiences suggest that such activities could be successfully integrated into the curriculum to promote creative and critical thinking. .