Development of a top-view numeric coding teaching-learning trajectory within an elementary grades 3-D visualization design research project

Sack, Jacqueline

doi:10.1016/j.jmathb.2013.02.006

Cited by 16 publications

(7 citation statements)

References 10 publications

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“…Other studies also highlight the importance of a proper use of computer in mathematics education to help students achieve high-level cognitive skills (Hollebrands, 2007;Leung, 2011;Sack, 2013). It is envisaged that dynamic geometry software, which reflects the rapid developments of computer technology in geometry classes, can help mathematics education to achieve these goals (Oldknow & Tetlow, 2008).…”

Section: Geometry and 3d Shapesmentioning

confidence: 99%

Mathematical Practices of Eighth Graders about 3D Shapes in an Argumentation, Technology, and Design-Based Classroom Environment

Doğruer

Akyüz

2020

Int J of Sci and Math Educ

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This design research investigated the mathematical practices that eight graders (14-year-old students) developed when learning about prisms, cylinders, and their surface areas. An inquiry-based learning environment was created for students to engage in argumentation. The instruction was enriched by use of a dynamic geometry software, namely GeoGebra, to assist students in visualizing and reasoning about 3D shapes. Rasmussen and Stephan's three-phase method (2008) was used to organize the collected data, which in turn were analyzed using Krummheuer's model of argumentation (2015). The results indicated the emergence of three mathematical practices and several taken-as-shared ideas: (1) defining prisms, (2) computing the surface area of a prism, and (3) computing the surface area of a cylinder. The study's results revealed that students' understanding improved when learning concepts simultaneously with argumentation and dynamic geometry software.

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Section: Geometry and 3d Shapesmentioning

confidence: 99%

Mathematical Practices of Eighth Graders about 3D Shapes in an Argumentation, Technology, and Design-Based Classroom Environment

Doğruer

Akyüz

2020

Int J of Sci and Math Educ

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“…In the preliminary research phase, some models for training spatial ability and characteristics about contents of tasks for improving spatial ability of students which are suitable to AR were determined. The model of spatial operational capacity (Sack & van Niekerk, 2009;Sack, 2013), Training of Spatial Ability (Martín-Gutiérrez et al, 2010) and spatial contents proposed by Wiesen (2015) consisted of a base for characteristics of spatial tasks. In this research, the characteristics of spatial contents were considered while designing spatial tasks, and revisited to be suitable for middle school students, seventh grade mathematics curriculum of Turkey and mobile AR systems.…”

Section: Discussionmentioning

confidence: 99%

An Augmented Reality Learning Toolkit for Fostering Spatial Ability in Mathematics Lesson: Design and Development

Özçakır¹,

Çakıroğlu

2021

EUR J SCI MATH ED

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Previous research claimed that integration of augmented reality on educational settings helps to improve academic achievement of students in collaborative learning environments, as well as to improve their retention and ability to translate this within other environments. Since augmented reality is still considered relatively novel technology in educational fields, there is an inherent need for research-based guides to design effective and feasible augmented reality tools for school-based learning. The main aim of this study was therefore to design and develop an augmented reality learning toolkit to foster spatial ability in middle school students using mobile devices. The study was conducted in two parts, as preliminary research and a prototyping phase. The findings guided the characteristics for designing an augmented reality learning toolkit with a set of spatial tasks aimed at middle school students. In light of the results, it can be inferred that the students were able to use this designed toolkit to perform their spatial ability through given spatial tasks since the students encountered no technical difficulties with the final toolkit prototype, and that they were able to use the toolkit assuredly. In conclusion, the study showed that augmented reality seemed helpful in enhancing the usage of mobile devices, not just for the reading of books, communication or playing games, but also as a support mechanism for the learning of mathematics. Thus, the augmented reality toolkit developed in this study presents a new way for students and/or teachers to use mobile devices in the learning and teaching of mathematics.

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“…Además, se puso de manifiesto que la clase tradicional, sin recursos auxiliares, es el entorno menos favorable. Sack (2013) diseñó un entorno para el aprendizaje de las proyecciones ortogonales de sólidos basado, como en nuestro estudio, en el uso combinado de material manipulativo (cubos apilables), representaciones planas de módulos de cubos y un programa de ordenador que permite realizar las mismas construcciones que con al material manipulativo. Esta autora concluyó que el uso conjunto de las tres formas de representación y la manipulación fue beneficioso porque ayudó a los estudiantes a familiarizarse con el lenguaje y los símbolos propios de la proyección ortogonal.…”

Section: Antecedentesunclassified

<p>Análisis del aprendizaje de geometría espacial en un entorno de geometría dinámica 3-dimensional</p>

Gutiérrez

Jaime

2015

pna

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El creciente uso de software de geometría dinámica 3-dimensional plantea nuevas cuestiones a los investigadores en Educación Matemática. Para aportar información sobre el aprendizaje de geometría espacial en esta disciplina mediante entornos de geometría dinámica 3-dimensional, y sobre posibles fortalezas y debilidades de tales entornos, presentamos resultados de una investigación experimental en la que se analiza cómo un estudiante de altas capacidades matemáticas aprende conceptos relativos a paralelismo entre rectas y/o planos en el espacio mediante la resolución de actividades en un entorno de Cabri 3D.Analysis of space geometry learning in a 3-dimensional dynamic geometry environmentThe increasing use of 3-dimensional dynamic geometry software raises new questions to researchers in mathematics education. To contribute information about the learning of space geometry in Secondary School based on 3-dimensional dynamic geometry software environments, and about possible strengths and weaknesses of such environments, we present results from a teaching experiment designed to analyze a gifted student’s learning of concepts relative to parallelism between straight lines and/or planes in the space based on solving activities in a Cabri 3D environment.Handle: http://hdl.handle.net/10481/34155WOS-ESCINº de citas en WOS (2017): 1 (Citas de 2º orden, 0)Nº de citas en SCOPUS (2017): 1 (Citas de 2º orden, 0)

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Development of a top-view numeric coding teaching-learning trajectory within an elementary grades 3-D visualization design research project

Cited by 16 publications

References 10 publications

Mathematical Practices of Eighth Graders about 3D Shapes in an Argumentation, Technology, and Design-Based Classroom Environment

Mathematical Practices of Eighth Graders about 3D Shapes in an Argumentation, Technology, and Design-Based Classroom Environment

An Augmented Reality Learning Toolkit for Fostering Spatial Ability in Mathematics Lesson: Design and Development

<p>Análisis del aprendizaje de geometría espacial en un entorno de geometría dinámica 3-dimensional</p>

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