By Jacqueline Sack, Irma Vazquez
This monograph describes the improvement and use of a 3D visualization teaching-learning trajectory for simple age beginners. utilizing layout examine rules, the authors constructed this trajectory utilizing the NCTM concepts 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 types, and, a dynamic laptop interface, the Geocadabra development field, which integrates those representations dynamically in genuine time. The paintings starts with describing the theoretical SOC frameworks that guided the research, the inquiry-based studying concentration, the learn process used, and casual pre-program interviews with player little ones. the following bankruptcy describes introductory actions used to orient the kids to the 3D gadgets that they used during the application. The e-book then makes a speciality of the advance of summary top-view numeric plan representations resulting in representations of oblong prisms, via front-side-top view representations. The final bankruptcy exhibits how numeracy was once built-in into this system to help the not easy legit arithmetic curriculum.
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Extra resources for A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children
In this section of the manual Fig. 6 Top, side and front view activities from the Geocadabra manual 26 4 The Geocadabra Construction Box Dynamic Geometry Interface Fig. 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).
They were able to mentally picture the ﬁgure directly from the top plan view. Furthermore, they now had the means to represent the 3D ﬁgure, albeit abstract, compared to representing a conventional 2D rectangular prism ﬁgure. This was a signiﬁcant result of the project, as other researchers have commented about the diﬃculties in enumerating hidden cubes (Battista 1999) and also in representing 3D prisms on paper (Outhred et al. 2003). This activity integrates visualization with numeration, the topic of Chap.
She also emphasized the distributive property of multiplication by decomposing diﬃcult numbers into two easier numbers using array models to show why this works. For example, 7 × 6 may be represented as an array of 7 rows with 6 squares in each. By drawing a thick line below the 5th row, they could see this was equivalent to 5 rows of 6 and then 2 more rows of 6, or 7 × 6 = 5 × 6 + 2 × 6. Decomposing numbers to facilitate multiplication through the distributive property is emphasized in the 3rd grade curriculum.
A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children by Jacqueline Sack, Irma Vazquez