By Jacqueline Sack, Irma Vazquez
This monograph describes the improvement and use of a 3D visualization teaching-learning trajectory for user-friendly age inexperienced persons. utilizing layout study rules, the authors constructed this trajectory utilizing the NCTM concepts and the Spatial Operational means (SOC) theoretical framework to steer lesson improvement. The SOC framework makes use of genuine 3D versions, 2nd and summary representations of the particular versions, and, a dynamic machine interface, the Geocadabra building field, which integrates those representations dynamically in genuine time. The paintings starts off with describing the theoretical SOC frameworks that guided the research, the inquiry-based studying concentration, the examine process used, and casual pre-program interviews with player childrens. the following bankruptcy describes introductory actions used to orient the kids to the 3D gadgets that they used through the software. The publication then specializes in the advance 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 hard legit arithmetic curriculum.
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Additional info for A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children
1 Learner-created assembly task puzzles Fig. 2 Rosa’s multiple solutions for one assembly puzzle using Soma ﬁgures 2, 3, 4, 5, 6 and 7 using Soma ﬁgures 2 and 7, or Soma ﬁgures 3 and 5. Other combinations may be possible. 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.
6E). We shared two of the 3rd grade codes, Fig. 2 Extended Construction Box 35 Fig. 6 Fourth graders’ invented coding for ﬁgures with holes or overhangs to show the number of empty spaces, with the letters S (for spaces) or G (for gaps) shown in Fig. 6F. 3 Rectangular Prisms and Their Volumes During Year 2, ﬁve children who had attended during Year 1 returned to seek help with making sense of rectangular prisms. During their regular mathematics class they were expected to understand and use the Volume = length × width × height formula.
Vazquez asked her to try to determine how many diﬀerent cake patterns she could make just by moving these three Soma ﬁgures. Generally, Sophia struggled with reading and computation, both requiring adept decoding skills. She had demonstrated extremely strong visual skills throughout the year in this after-school program. This activity provided her an opportunity to build her numeracy using visual cues. She successfully found all six permutations of #5, 6, and 7, and listed them, using the F(ront), M(iddle) and B(ack) format that she created (see Fig.
A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children by Jacqueline Sack, Irma Vazquez