A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children
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 Operati
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Jacqueline Sack Irma Vazquez
A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children 123
SpringerBriefs in Education
More information about this series at http://www.springer.com/series/8914
Jacqueline Sack Irma Vazquez •
A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children
123
Irma Vazquez Houston Independent School District Wharton Dual Language Academy Houston, TX USA
Jacqueline Sack University of Houston-Downtown Houston, TX USA
ISSN 2211-1921 SpringerBriefs in Education ISBN 978-3-319-29798-9 DOI 10.1007/978-3-319-29799-6
ISSN 2211-193X (electronic) ISBN 978-3-319-29799-6
(eBook)
Library of Congress Control Number: 2016932513 © The Author(s) 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG Switzerland
Contents
1 Introduction and Project Background . . . . . . . . . . . . . . . . . . . . . . . 1.1 The Start of a Task-Design Journey in the Context of Block Buildings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 1 3
2 Theoretical Frameworks and School Context . . 2.1 Why Are Visualization Skills Important? . . . 2.2 The Spatial Operational Capacity Framework 2.3 Research Methodology . . . . . . . . . . . . . . . . 2.4 School and Classroom Context . . . . . . . . . . 2.5 Pre-program Interview . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3 Introductory Activities . . . . . 3.1 Four Block Houses . . . . 3.2 The Soma Puzzle Pieces . 3.3 The Coor
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