Name: A 3d Visualization Teaching-Learning Trajectory for Elementary Grades Children (Springerbriefs in Education) (en Inglés)
SKU: 49537859
Price: 973.53 MXN
Availability: InStock
Author: Jacqueline Sack; Irma Vazquez
ISBN: 9783319297989

portada A 3d Visualization Teaching-Learning Trajectory for Elementary Grades Children (Springerbriefs in Education) (en Inglés)

A 3d Visualization Teaching-Learning Trajectory for Elementary Grades Children (Springerbriefs in Education) (en Inglés)

Formato

Libro Físico

Editorial

Springer

Autor

Jacqueline Sack; Irma Vazquez

Año

2016

Idioma

Inglés

N° páginas

Encuadernación

Tapa Blanda

ISBN13

9783319297989

N° edición

Categorías

Atención y educación en la primera infancia
Preescolar y jardín de infancia

A 3d Visualization Teaching-Learning Trajectory for Elementary Grades Children (Springerbriefs in Education) (en Inglés)

Jacqueline Sack; Irma Vazquez (Autor) · Springer · Tapa Blanda

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Reseña del libro "A 3d Visualization Teaching-Learning Trajectory for Elementary Grades Children (Springerbriefs in Education) (en Inglés)"

This monograph describes a 3D visualization teaching-learning trajectory for elementary age learners based on the NCTM recommendations. Throughout the trajectory, learners work with actual 3D models, 2D and abstract representations of the actual models, and, a dynamic computer interface, the Geocadabra Construction Box, which integrates these representations in real time. Activities include tasks created by the researchers in addition to learner-created tasks to challenge one another. The trajectory is geared toward classroom teachers, professional developers or mathematics education researchers.The work begins with theoretical frameworks that guided the study (SOC), teaching focus (inquiry-based learning), research method (adapted design research principles), and informal pre-program interviews with participant children. After a brief description of the introductory activities used to orient the children to the 3D objects that were used throughout the program, the work continues to focus on the development of abstract top-view numeric plan representations leading to representations of rectangular prisms; and then front-side-top view representations. The concluding remarks show how the project integrated numeracy into the program to support the demanding official mathematics curriculum of the NTCM.