What's inside the Cube? Students' Investigation with Models and Technology

Autor/inn/en	Obara, Samuel; Jiang, Zhonghong
Titel	What's inside the Cube? Students' Investigation with Models and Technology
Quelle	In: Mathematics Teacher, 105 (2011) 2, S.102-110 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Visualization; Educational Technology; Spatial Ability; Geometric Concepts; Manipulative Materials; Problem Solving; Computer Software; Secondary School Mathematics; Computer Uses in Education + Suchen Sie Ihr Suchwort? Visualisation; Visualisierung; Unterrichtsmedien; Räumliches Vorstellungsvermögen; Elementare Geometrie; Hilfsmittel; Problemlösen; Computernutzung
Abstract	A fundamental component of mathematical learning is spatial visualization. To improve their spatial visualization skills, students should be given opportunities to work with two- and three-dimensional objects. The authors describe two activities that use tetrahedra nested within cubes to help improve students' visualization of two- and three-dimensional shapes. These activities can strengthen students' spatial visualization and reasoning. The explorative nature of the activities engages students at different levels in active thinking and problem solving. Using well-designed manipulatives such as Zometool and technology tools such as vZome software and The Geometer's Sketchpad helps students develop clear mental images of the two- and three-dimensional geometric objects, which are not easily constructed otherwise, and of their mathematical properties and relationships. Further, encouraging different ways of approaching a problem helps students become stronger and more flexible in working in various problem situations. (Contains 12 figures.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10