By Jacqueline Sack, Irma Vazquez
This monograph describes the advance and use of a 3D visualization teaching-learning trajectory for straightforward age inexperienced persons. utilizing layout learn ideas, the authors built this trajectory utilizing the NCTM strategies 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 genuine time. The paintings starts with describing the theoretical SOC frameworks that guided the examine, the inquiry-based studying concentration, the study procedure used, and casual pre-program interviews with player little ones. the following bankruptcy describes introductory actions used to orient the kids to the 3D items that they used during the application. The ebook then specializes in the advance 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 used to be built-in into this system to help the challenging reliable arithmetic curriculum.
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Additional info for A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children
1007/978-3-319-29799-6_6 37 38 6 Connections to Numeracy Fig. 1 The large Soma ﬁgure #2 made from four small sets of Soma ﬁgures make a cube as big as the one made from the teacher’s much larger Soma ﬁgure demonstration set? This became the problem for that particular session. First, the children set about trying to build a cube from all seven Soma ﬁgures. We never emphasized this particular problem, since we always wanted that to be a self-determined problem choice that always remained interesting due to the large number of possible solutions.
Using these puzzle cards, the chil‐ dren were challenged to ﬁnd more than one pair of Soma ﬁgures that replicated the ﬁgure on the printed card even though the card creator most likely used only one pair of Soma ﬁgures. In Fig. 2, from left to right: The ﬁrst ﬁgure can be assembled using Soma ﬁgures 7 and 3, or Soma ﬁgures 5 and 4. The middle ﬁgure can be assembled using Soma ﬁgures 3 and 2, or Soma ﬁgures 5 and 7. The third ﬁgure can be assembled © The Author(s) 2016 J. Sack and I. 1007/978-3-319-29799-6_5 29 30 5 3D to 2D via Top-View Plans Fig.
Org/wiki/Soma_cube) there are 240 distinct solutions, excluding rotations and reﬂections. On one particular day, one of the boys, David (pseudonym), posed an interesting problem: If we build a lot of Soma cubes each with the seven diﬀerent Soma ﬁgures, how many would it take to © The Author(s) 2016 J. Sack and I. 1007/978-3-319-29799-6_6 37 38 6 Connections to Numeracy Fig. 1 The large Soma ﬁgure #2 made from four small sets of Soma ﬁgures make a cube as big as the one made from the teacher’s much larger Soma ﬁgure demonstration set?