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The Resource A 3D visualization teaching-learning trajectory for elementary grades children, Jacqueline Sack, Irma Vazquez

A 3D visualization teaching-learning trajectory for elementary grades children, Jacqueline Sack, Irma Vazquez

Creator
Contributor
Summary
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
Language
eng
Work
Publication
Extent
1 online resource.
Contents
  • 1. Introduction/ Preface
  • 1.1 Project's origins
  • 1.2 Brief overview of the book's organization
  • 2. Theoretical Frameworks
  • 2.1 Why are visualization skills important?
  • 2.2 Research methodology
  • 2.3 Spatial Operational Capacity framework
  • 2.4 School and classroom context
  • 2.5 Pre-program interview
  • 3. Introductory Activities
  • 3.1 Four block houses
  • 3.2 The Soma puzzle figures
  • 3.3 Coordinating 2-Soma assembly figures
  • 4. 2D to 3D to abstract top-view plans
  • Geocadabra interface
  • 4.1 Learning to use Geocadabra
  • the Geobuddy manual
  • 4.2 Explaining Difficult Figures in the Geocadabra manual
  • 4.3 Front side top views
  • 5. 3D to 2D via top-view numeric plans
  • 5.1 Self-created task card puzzles; solving others' puzzle cards
  • 5.2 Finding multiple solutions for each puzzle card
  • 5.3 Invention of a coding system for assembly figures with holes or overhangs
  • 5.4 Extended Construction Box
  • making sense of 3-space using shadows
  • 5.5 Rectangular prisms and top-view numeric representations
  • making sense of the LWH volume formula
  • 6. Connections to numeracy
  • 6.1 Expanding and scaling the Soma cube
  • 6.2 Permutations within cake patterns
Isbn
9783319297996
Link
https://ezproxy.lib.ou.edu/login?url=http://link.springer.com/10.1007/978-3-319-29799-6
Instance
Label
A 3D visualization teaching-learning trajectory for elementary grades children
Title
A 3D visualization teaching-learning trajectory for elementary grades children
Statement of responsibility
Jacqueline Sack, Irma Vazquez
Creator
Contributor
Subject
Genre
Language
eng
Summary
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
Member of
Cataloging source
N$T
http://library.link/vocab/creatorName
Sack, Jacqueline
Dewey number
372.7
Index
no index present
LC call number
QA135.6
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/relatedWorkOrContributorName
Vazquez, Irma
Series statement
SpringerBriefs in education
http://library.link/vocab/subjectName
  • Mathematics
  • Information visualization
  • Three-dimensional imaging
  • Education, Elementary
  • EDUCATION
  • MATHEMATICS
  • MATHEMATICS
  • Education, Elementary
  • Information visualization
  • Mathematics
  • Three-dimensional imaging
  • Education
  • Mathematics Education
  • Teaching and Teacher Education
  • Childhood Education
  • Learning & Instruction
  • Teacher training
  • Pre-school & kindergarten
  • Teaching skills & techniques
  • Teaching of a specific subject
Label
A 3D visualization teaching-learning trajectory for elementary grades children, Jacqueline Sack, Irma Vazquez
Link
https://ezproxy.lib.ou.edu/login?url=http://link.springer.com/10.1007/978-3-319-29799-6
Instantiates
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
1. Introduction/ Preface -- 1.1 Project's origins -- 1.2 Brief overview of the book's organization -- 2. Theoretical Frameworks -- 2.1 Why are visualization skills important? -- 2.2 Research methodology -- 2.3 Spatial Operational Capacity framework -- 2.4 School and classroom context -- 2.5 Pre-program interview -- 3. Introductory Activities -- 3.1 Four block houses -- 3.2 The Soma puzzle figures -- 3.3 Coordinating 2-Soma assembly figures -- 4. 2D to 3D to abstract top-view plans -- Geocadabra interface -- 4.1 Learning to use Geocadabra -- the Geobuddy manual -- 4.2 Explaining Difficult Figures in the Geocadabra manual -- 4.3 Front side top views -- 5. 3D to 2D via top-view numeric plans -- 5.1 Self-created task card puzzles; solving others' puzzle cards -- 5.2 Finding multiple solutions for each puzzle card -- 5.3 Invention of a coding system for assembly figures with holes or overhangs -- 5.4 Extended Construction Box -- making sense of 3-space using shadows -- 5.5 Rectangular prisms and top-view numeric representations -- making sense of the LWH volume formula -- 6. Connections to numeracy -- 6.1 Expanding and scaling the Soma cube -- 6.2 Permutations within cake patterns
Dimensions
unknown
Extent
1 online resource.
File format
unknown
Form of item
online
Isbn
9783319297996
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Note
SpringerLink
Other control number
10.1007/978-3-319-29799-6
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
  • (OCoLC)945445083
  • (OCoLC)ocn945445083
Label
A 3D visualization teaching-learning trajectory for elementary grades children, Jacqueline Sack, Irma Vazquez
Link
https://ezproxy.lib.ou.edu/login?url=http://link.springer.com/10.1007/978-3-319-29799-6
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
1. Introduction/ Preface -- 1.1 Project's origins -- 1.2 Brief overview of the book's organization -- 2. Theoretical Frameworks -- 2.1 Why are visualization skills important? -- 2.2 Research methodology -- 2.3 Spatial Operational Capacity framework -- 2.4 School and classroom context -- 2.5 Pre-program interview -- 3. Introductory Activities -- 3.1 Four block houses -- 3.2 The Soma puzzle figures -- 3.3 Coordinating 2-Soma assembly figures -- 4. 2D to 3D to abstract top-view plans -- Geocadabra interface -- 4.1 Learning to use Geocadabra -- the Geobuddy manual -- 4.2 Explaining Difficult Figures in the Geocadabra manual -- 4.3 Front side top views -- 5. 3D to 2D via top-view numeric plans -- 5.1 Self-created task card puzzles; solving others' puzzle cards -- 5.2 Finding multiple solutions for each puzzle card -- 5.3 Invention of a coding system for assembly figures with holes or overhangs -- 5.4 Extended Construction Box -- making sense of 3-space using shadows -- 5.5 Rectangular prisms and top-view numeric representations -- making sense of the LWH volume formula -- 6. Connections to numeracy -- 6.1 Expanding and scaling the Soma cube -- 6.2 Permutations within cake patterns
Dimensions
unknown
Extent
1 online resource.
File format
unknown
Form of item
online
Isbn
9783319297996
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Note
SpringerLink
Other control number
10.1007/978-3-319-29799-6
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
  • (OCoLC)945445083
  • (OCoLC)ocn945445083

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