Exploring the use of 3D Computer-Aided Design and 3D Printing for STEAM Learning in Mathematics

Ng, Oi-Lam

doi:10.1007/s40751-017-0036-x

Cited by 35 publications

(25 citation statements)

References 3 publications

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“…There are three main modes that middle school mathematics teachers can use to implement integrated steM: engineering design challenges, mathematical modeling with science contexts, and mathematics integrated with technology. Though mathematics has often been given less attention than the other three STEM disciplines, there is growing support for the benefits of an integrated steM approach (Mohr‐Schroeder et al, ; Ng, ; Stohlmann, ).…”

Section: Discussionmentioning

confidence: 99%

Three modes of STEM integration for middle school mathematics teachers

Stohlmann

2019

School Sci & Mathematics

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Of the four subjects in an integrated science, technology, engineering, and mathematics (STEM) approach, mathematics has not received enough focus. This could be in part because mathematics teachers may be apprehensive or unsure about how to implement integrated STEM education in their classrooms. There are benefits to integrated STEM in a mathematics classroom though, including increased motivation, interest, and achievement for students. This article discusses three methods that middle school mathematics teachers can utilize to integrate STEM subjects. By focusing on open-ended problems through engineering design challenges, mathematical modeling, and mathematics integrated with technology middle school students are more likely to see mathematics as relevant and valuable. Important considerations are discussed as well as recent research with these approaches. K E Y W O R D S integrated STEM, mathematics education, middle school, STEM education 288 | STOHLMANN

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Section: Discussionmentioning

confidence: 99%

Three modes of STEM integration for middle school mathematics teachers

Stohlmann

2019

School Sci & Mathematics

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“…The results also showed the importance of multiple entry points to an activity and supporting students’ mathematical content knowledge though pre‐activities or follow‐up activities as needed. At the middle school level, the main benefits found were increased mathematics achievement, engagement, and effort, as well as development of mathematical understandings and increased interest in STEM fields (Burghardt et al, ; Lam, et al, ; Mohr‐Schroeder et al, ; Mousoulides et al, ; Ng, ; Redmond et al, ; Stohlmann, ; Vahey et al, ). At the high school level, the studies found students had increased engagement, motivation, and mathematical achievement (Bray & Tangney, ; Han et al, ; John et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…There were two studies in this category that both involved geometry and found students were able to have development of mathematical content through the activities. Ng () implemented a project with students aged 13–15 in three mathematics classes in which students had to design a keychain and have it printed with a 3D printer. Through the project students became fluent in talking about and calculating volumes of composite solids.…”

Section: Article Identificationmentioning

confidence: 99%

A vision for future work to focus on the “M” in integrated STEM

Stohlmann

2018

School Sci & Mathematics

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The integration of science, technology, engineering, and mathematics (STEM) education has received increased attention in the last decade. This is in part because of the need for students to increase in their STEM knowledge and competencies. Research is still needed to determine effective implementation models and curriculum for integrated STEM. Mathematics in particular has not received the focus it deserves with STEM integration. This paper discusses integration of STEM subjects that has a focus on mathematics (integrated steM); including summarizing and analyzing research done in the last ten years. A s.t.e.m. (Support, Topics, Emphasis, and Mathematical content) model for integrated steM research is presented to guide future research.

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“…Creating tasks with augmented reality in the dynamic geometry software GeoGebra 3D Calculator has been part of recent studies we undertook (Lieban & Lavicza, 2019a;Haas, Kreis & Lavicza, in review). Based on our experiences, students are experiencing difficulties in the process of visualizing three-dimensional geometric shapes and offering support only in 2D showed similar problems in other studies (Ng, 2017;González, 2015). Neverheless, for our study we decided to experiment with designing tasks that are fully utilising augmented reality applications.…”

Section: Context Data and Task Designsmentioning

confidence: 86%

Discovering Everyday Mathematical Situations Outside the Classroom with MathCityMap and GeoGebra 3D

Lavicza¹,

Haas²,

Kreis

2020

Research on Outdoor STEM Education in the Digital Age. Proceedings of the ROSETA Online Conference in June 2020

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In elementary school, teaching and learning activities aim to develop, among others, students skills to acquire deeper understanding of their living environments. There are numerous opportunities for students to recognize forms, shapes, and mathematical connections in everyday situations. These everyday situations can be simulated in classrooms; however, educational technologies offer new approaches to extend classroom activities, teachers can simulate and design shapes through Augmented Reality and 3D printing within or beyond the classroom. To stimulate students everyday mathematical connections utilizing these technologies could assist in developing activities outside the classroom in urban or in natural environments. Through this approach students could utilize or enhance their mathematical and technical skills within their usual living environments. Utilising educational software such as MathCityMap, GeoGebra 3D Calculator, and other 3D modelling software we developed examples of tasks that could offer easy transitions from into outside of classrooms. In this paper, we will describe learning and teaching aims of these tasks and outline further research and development directions to broaden opportunities to develop students mathematical, design and modelling skills.

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Exploring the use of 3D Computer-Aided Design and 3D Printing for STEAM Learning in Mathematics

Cited by 35 publications

References 3 publications

Three modes of STEM integration for middle school mathematics teachers

Three modes of STEM integration for middle school mathematics teachers

A vision for future work to focus on the “M” in integrated STEM

Discovering Everyday Mathematical Situations Outside the Classroom with MathCityMap and GeoGebra 3D

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