View in EDS

Dynamic Spatial Diagrams and Solid Geometric Figures

Saved in:
Bibliographic Details
Title: Dynamic Spatial Diagrams and Solid Geometric Figures
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED630170
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED630170
AccessLevel: 3
PubType: Conference
PubTypeId: conference
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Dynamic Spatial Diagrams and Solid Geometric Figures
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Bock%2C+Camden%22">Bock, Camden</searchLink><br /><searchLink fieldCode="AR" term="%22Dimmel%2C+Justin%22">Dimmel, Justin</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22North+American+Chapter+of+the+International+Group+for+the+Psychology+of+Mathematics+Education%22"><i>North American Chapter of the International Group for the Psychology of Mathematics Education</i></searchLink>. 2021 (pter).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Geometric+Concepts%22">Geometric Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+Ability%22">Spatial Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED630170
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED630170
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Geometric Concepts
        Type: general
      – SubjectFull: Spatial Ability
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Persuasive Discourse
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
    Titles:
      – TitleFull: Dynamic Spatial Diagrams and Solid Geometric Figures
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Bock, Camden
      – PersonEntity:
          Name:
            NameFull: Dimmel, Justin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2021
          Numbering:
            – Type: issue
              Value: pter
          Titles:
            – TitleFull: North American Chapter of the International Group for the Psychology of Mathematics Education
              Type: main
ResultId 1