By Jacqueline Sack, Irma Vazquez
This monograph describes the improvement and use of a 3D visualization teaching-learning trajectory for effortless age newbies. utilizing layout learn rules, the authors built this trajectory utilizing the NCTM thoughts and the Spatial Operational capability (SOC) theoretical framework to steer lesson improvement. The SOC framework makes use of genuine 3D types, 2nd and summary representations of the particular types, and, a dynamic laptop interface, the Geocadabra development field, which integrates those representations dynamically in actual time. The paintings starts with describing the theoretical SOC frameworks that guided the examine, the inquiry-based studying concentration, the learn approach used, and casual pre-program interviews with player young ones. the subsequent bankruptcy describes introductory actions used to orient the youngsters to the 3D items that they used during the software. The ebook then makes a speciality of the improvement of summary top-view numeric plan representations resulting in representations of oblong prisms, by way of front-side-top view representations. The final bankruptcy indicates how numeracy used to be built-in into this system to help the challenging legitimate arithmetic curriculum.
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Additional resources for A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children
They drew the numeric view and then checked their predictions using Geocadabra by entering the numbers into the topplan grid while selecting to show the front side and top views. The children then worked through the diﬀerent views items (see examples in Fig. 6). We encouraged them to use the Hide/Show Top Side Front Views switch, ﬁrst to turn oﬀ the views, then to build the predicted ﬁgure using the numeric grid, and ﬁnally to turn the views option on again to check. About half of the children were able to do this, while the others needed to keep the views on as they experimented with diﬀerent structures using the numeric grid.
To prepare, we asked the children to design a “cake” using all seven unique Soma ﬁgures. Since Soma ﬁgures #1–4 can lie ﬂat, but Soma ﬁgures #5–7 have at least 1 cube on the second level, we speciﬁed that the cake have exactly 3 “candles”, from Soma ﬁgures #5, 6, and 7. Thus, the cake must be a 24unit rectangle. We asked what dimensions the cake could have, which was a good application of their developing multiplication skills. Most said 3-by-8 or 4-by-6. We asked if they could make a 1-by-24 rectangle, but they said it was not possible since all of the Soma ﬁgures were at least 2-units wide, depending on how you laid them down.
During Year 7, one particular child, Rosa (pseudonym) had been retained to repeat 3rd grade due to low reading and numeration ability. She was encouraged to join the Geocadabra class to develop her visualization skills that would in turn support her numeration skills. She was a relatively reserved child who liked to engage in the tasks quietly. She progressed very well demonstrating good visualization skills but then stunned us by solving one particular task puzzle using all of Soma ﬁgures 2 through 7 (those with 4 cubes) in pairs.
A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children by Jacqueline Sack, Irma Vazquez