3D-printing technology has become increasingly important in recent years, offering many possibilities for mathematics teaching and learning. From our point of view, the field of calculus seems to be particularly suitable for the use of 3D-printing. Using the example of 3D-printed graphs of functions, the use of this technology in calculus is discussed within the three approaches of Grundvorstellungen, Subjective Domains of Experience and Empirical Theories. An empirical study, based on the qualitative content analysis according to Philipp Mayring, examines the influence of the models on concept formation processes in the context of derivatives. The focus is on the following research question: "What are the characteristics of concept formation processes of the concept of derivative in the context of 3D-printed graphs of functions?" Keywords 3D-printing. Derivative. Calculus. Grundvorstellung. Subjective domains of experience. Printed graphs of functions 3D-Printing in Mathematics Education 3D-printing technology is a relatively new tool with potential for mathematics education. It can be described as an additive manufacturing method allowing for digital models constructed with CAD-software to be transformed layer by layer into a real model made out of liquid plastic (see Gibson et al. 2014). Witzke and Hoffart (2018) detail three options for using the 3D-printing technology in the classroom. First, there is the possibility to reproduce Digital Experiences in Mathematics Education
Digital media have become increasingly important in recent years and can offer new possibilities for mathematics education in elementary schools. From our point of view, geometry and geometric objects seem to be suitable for the use of computer-aided design software in mathematics classes. Based on the example of Tinkercad, the use of CAD software — a new and challenging context in elementary schools — is discussed within the approach of domains of subjective experience and the Toulmin model. An empirical study examined the influence of Tinkercad on fourth-graders’ development of a model of a geometric solid and related reasoning processes in mathematics classes.
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