By Jacqueline Sack, Irma Vazquez
This monograph describes the advance and use of a 3D visualization teaching-learning trajectory for undemanding age inexperienced persons. utilizing layout examine rules, the authors built this trajectory utilizing the NCTM techniques and the Spatial Operational means (SOC) theoretical framework to lead lesson improvement. The SOC framework makes use of real 3D versions, 2nd and summary representations of the particular versions, and, a dynamic laptop interface, the Geocadabra building 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 examine process used, and casual pre-program interviews with player teenagers. the subsequent bankruptcy describes introductory actions used to orient the youngsters to the 3D gadgets that they used through the software. The ebook then makes a speciality of the advance of summary top-view numeric plan representations resulting in representations of oblong prisms, through front-side-top view representations. The final bankruptcy indicates how numeracy used to be built-in into this system to help the not easy professional arithmetic curriculum.
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Additional info for A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children
7 Multiple structures for one set of front, side and top views learners must predict what the top-plan numeric view of the ﬁgure would be given its front, side and top views. We introduced this concept by projecting a fairly simple ﬁgure on the board and then showed them the three view ﬁgures (selecting this option on the Construction Box menu). By rotating the ﬁgure using the Control view line arrows, the diﬀerent views could be discerned. 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.
Afterwards, as during the instructional day, she asked each child to explain what he or she had written. 1. The following week, the children all set about building 27 small Soma cubes in order to construct a very large 3D array, using all of the 27 sets of small Soma ﬁgures. They immediately set about calculating how many unit cubes were in this 27-by-27 array. Examples are shown in Fig. 2. In the left and top right examples, the large ﬁgure contained 3 slices, each with 9 small 27-cubes. In top right example, the child had calculated 9 × 27 by decomposing 27 into 20 + 7.
We asked the children to code this ﬁgure so that we could compare and contrast the diﬀerent codings and, as a group, select one that everyone would then easily use. Some children drew the picture as a front view with 1s in each square. We showed them how exchanging Soma #1 with Soma #5 would be very problematic with that coding. We also suggested that they ﬁnd ways to adapt the conventional top plan view format from the basic Construction Box to depict empty spaces within a structure. After some time, four diﬀerent coding systems emerged also shown in Fig.
A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children by Jacqueline Sack, Irma Vazquez
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