Dynamic Spatial Diagrams and Solid Geometric Figures
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| Title: | Dynamic Spatial Diagrams and Solid Geometric Figures |
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| Language: | English |
| Authors: | Bock, Camden, Dimmel, Justin |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2021 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2021 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Visual Aids, Mathematics Instruction, Geometric Concepts, Spatial Ability, Teaching Methods, Preservice Teachers, Preservice Teacher Education, Elementary School Teachers, Persuasive Discourse, Thinking Skills, Models, Learning Processes, Case Studies, Computer Simulation, Concept Formation, Student Attitudes |
| Abstract: | This paper reports on a study of learners' use of immersive spatial diagrams to make arguments about three-dimensional geometric figures. Immersive spatial diagrams allow learners to use the movement of their bodies to control their point of view, while immersed in three-dimensional digital renderings. We present analysis of two pairs of pre-service elementary teachers' argumentation about the shearing of pyramids, using the ck¢-enriched Toulmin Model of Argumentation (Pedemonte & Balacheff, 2016) to link the affordances of immersive spatial diagrams to the learners' mathematical reasoning. We share how one pair of learners took points of view bending beside and standing within the pyramid to describe how the space inside is transformed without reference to one- or two-dimensional components of the representation. [For the complete proceedings, see ED630060.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED630170 |
| Database: | ERIC |
| Abstract: | This paper reports on a study of learners' use of immersive spatial diagrams to make arguments about three-dimensional geometric figures. Immersive spatial diagrams allow learners to use the movement of their bodies to control their point of view, while immersed in three-dimensional digital renderings. We present analysis of two pairs of pre-service elementary teachers' argumentation about the shearing of pyramids, using the ck¢-enriched Toulmin Model of Argumentation (Pedemonte & Balacheff, 2016) to link the affordances of immersive spatial diagrams to the learners' mathematical reasoning. We share how one pair of learners took points of view bending beside and standing within the pyramid to describe how the space inside is transformed without reference to one- or two-dimensional components of the representation. [For the complete proceedings, see ED630060.] |
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