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A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children

  • Book
  • © 2016

Overview

Authors:
  1. Jacqueline Sack

    1. University of Houston Downtown, Houston, USA

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    You can also search for this author in PubMed   Google Scholar

  2. Irma Vazquez

    1. Houston Independent School District, Wharton Dual Language Academy, USA

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    You can also search for this author in PubMed   Google Scholar

  • Uses a design research methodology that has evolved over 8 years
  • Meets the need for children to develop visualization skills through hands-on experiences
  • Includes connections to the numeracy strands in the elementary curriculum
  • Emphasizes children's self-created problems
  • Includes supplementary material: sn.pub/extras

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

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Table of contents (6 chapters)

  1. Front Matter

    Pages i-vi
    Download chapter PDF

  2. Introduction and Project Background

    • Jacqueline Sack, Irma Vazquez
    Pages 1-3

  3. Theoretical Frameworks and School Context

    • Jacqueline Sack, Irma Vazquez
    Pages 5-11

  4. Introductory Activities

    • Jacqueline Sack, Irma Vazquez
    Pages 13-18

  5. The Geocadabra Construction Box Dynamic Geometry Interface

    • Jacqueline Sack, Irma Vazquez
    Pages 19-27

  6. 3D to 2D via Top-View Plans

    • Jacqueline Sack, Irma Vazquez
    Pages 29-36

  7. Connections to Numeracy

    • Jacqueline Sack, Irma Vazquez
    Pages 37-44
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Keywords

About this book

This monograph describes the development and use of a 3D visualization teaching-learning trajectory for elementary age learners. Using design research principles, the authors developed this trajectory using the NCTM recommendations and the Spatial Operational Capacity (SOC) theoretical framework to guide lesson development. The SOC framework utilizes actual 3D models, 2D and abstract representations of the actual models, and, a dynamic computer interface, the Geocadabra Construction Box, which integrates these representations dynamically in real time. The work begins with describing the theoretical SOC frameworks that guided the study, the inquiry-based learning focus, the research method used, and informal pre-program interviews with participant children. The next chapter describes introductory activities used to orient the children to the 3D objects that they used throughout the program. The book then focuses on the development of abstract top-view numeric plan representations leading to representations of rectangular prisms, followed by front-side-top view representations. The last chapter shows how numeracy was integrated into the program to support the demanding official mathematics curriculum.

Authors and Affiliations

  • University of Houston Downtown, Houston, USA

    Jacqueline Sack

  • Houston Independent School District, Wharton Dual Language Academy, USA

    Irma Vazquez

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