3D Printing in the Mathematics Classroom: Results from a Pilot Study with Advanced Middle School Students

Autor/inn/en	Szymanski, Antonia; Paganelli, Andrea; Tassell, Janet
Titel	3D Printing in the Mathematics Classroom: Results from a Pilot Study with Advanced Middle School Students
Quelle	In: Journal of Educational Technology Systems, 51 (2022) 2, S.169-191 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Szymanski, Antonia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/00472395221114815
Schlagwörter	Computer Peripherals; Printing; Mathematics Instruction; Learner Engagement; Competence; Student Attitudes; Cooperative Learning; Teacher Attitudes; Self Efficacy; Middle School Students; Middle School Teachers; Mathematics Education; Educational Technology; Mathematical Models; Faculty Development + Suchen Sie Ihr Suchwort? Buchdruck; Drucken; Mathematics lessons; Mathematikunterricht; Kompetenz; Schülerverhalten; Kooperatives Lernen; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Unterrichtsmedien; Mathematical model; Mathematisches Modell
Abstract	This mixed-methods study focused on advanced student engagement, mathematics competence, and the influence of teachers in classrooms that used 3D printing to teach mathematics. Quantitative methods were used to understand changes in student perceptions of competence, engagement, and feelings regarding group work. Qualitative methods were used to explore teacher self-efficacy in teaching using Prototype Problem Solving and 3D modeling. The results indicated positive changes in student disengagement. It also highlighted the influence of teachers in implementing new pedagogy in the classroom as significant differences were found between groups of students based on school. The teacher participants indicated that in addition to learning how to use 3D modeling and printing in their classrooms, using Prototype Problem Solving Activities and the professional development that they received in this program inspired them to provide more creative opportunities when teaching mathematics in a heterogeneous classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01