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Incorporating a 3D Printing Integrated STEM Module into a College Mathematics Content Course: Perceptions of Pre-service Elementary Teachers.

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Title: Incorporating a 3D Printing Integrated STEM Module into a College Mathematics Content Course: Perceptions of Pre-service Elementary Teachers.
Authors: Ching, Yu-Hui1 (AUTHOR) yu-huiching@boisestate.edu, Wang, Sasha2 (AUTHOR), Long, Min3 (AUTHOR)
Source: TechTrends: Linking Research & Practice to Improve Learning. Jan2025, Vol. 69 Issue 1, p10-20. 11p.
Subject Terms: *Teacher development, *Student teachers, Three-dimensional printing, Modules (Algebra), Crystal lattices
Abstract: This study explored pre-service teachers' perceptions of a 3D printing integrated science, technology, engineering, and mathematics (STEM) module within a college-level mathematics content course. Data from surveys and reflections collected from nineteen participants were analyzed. Results indicated that the pre-service teachers perceived improvement in their understanding in several areas: 3D printing technology, software utilization, the 3D crystal lattice structures, and the application of mathematical concepts in STEM contexts. The integration of 3D printing technology within the STEM module facilitated an experiential learning environment, enhancing the visualization and comprehension of geometric and measurement concepts. Furthermore, the exposure to the practical applications of mathematical concepts in fields such as chemistry, engineering, and technology enabled pre-service elementary teachers to situate their understanding within a more profound, interconnected, and pragmatic framework. [ABSTRACT FROM AUTHOR]
Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Incorporating a 3D Printing Integrated STEM Module into a College Mathematics Content Course: Perceptions of Pre-service Elementary Teachers.
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  Data: <searchLink fieldCode="JN" term="%22TechTrends%3A+Linking+Research+%26+Practice+to+Improve+Learning%22">TechTrends: Linking Research & Practice to Improve Learning</searchLink>. Jan2025, Vol. 69 Issue 1, p10-20. 11p.
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  Data: This study explored pre-service teachers' perceptions of a 3D printing integrated science, technology, engineering, and mathematics (STEM) module within a college-level mathematics content course. Data from surveys and reflections collected from nineteen participants were analyzed. Results indicated that the pre-service teachers perceived improvement in their understanding in several areas: 3D printing technology, software utilization, the 3D crystal lattice structures, and the application of mathematical concepts in STEM contexts. The integration of 3D printing technology within the STEM module facilitated an experiential learning environment, enhancing the visualization and comprehension of geometric and measurement concepts. Furthermore, the exposure to the practical applications of mathematical concepts in fields such as chemistry, engineering, and technology enabled pre-service elementary teachers to situate their understanding within a more profound, interconnected, and pragmatic framework. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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