Fostering Persistence: 3D Printing and the Unforeseen Impact on Equity
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| Title: | Fostering Persistence: 3D Printing and the Unforeseen Impact on Equity |
|---|---|
| Language: | English |
| Authors: | FitzPatrick, Daniel L., Dominguez, Victoria S. |
| Source: | Mathematics Teacher. Nov 2017 111(3):182-188. |
| Availability: | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2017 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Problem Solving, Mathematics Instruction, STEM Education, Preservice Teacher Education, Preservice Teachers, Program Implementation, Teacher Attitudes, Student Attitudes, Printing, Teacher Developed Materials, Teacher Collaboration |
| Geographic Terms: | Texas (Austin) |
| ISSN: | 0025-5769 |
| Abstract: | Teaching persistence and problem solving must begin with selecting a problem that can be solved mathematically, that allows for multiple methods of solving, and that generally captures the attention and curiosity of the student (Marcus and Fey 2003; NCTM 1991; Van de Walle 2003). This article shows how a STEM three-dimensional (3D) printing challenge invited a traditionally underrepresented student to persist and problem solve across disciplines. |
| Abstractor: | ERIC |
| Number of References: | 8 |
| Entry Date: | 2017 |
| Access URL: | https://www.nctm.org/Publications/Mathematics-Teacher/2017/Vol111/Issue3/Fostering-Persistence_-3D-Printing-and-the-Unforeseen-Impact-on-Equity/ |
| Accession Number: | EJ1160326 |
| Database: | ERIC |
| Abstract: | Teaching persistence and problem solving must begin with selecting a problem that can be solved mathematically, that allows for multiple methods of solving, and that generally captures the attention and curiosity of the student (Marcus and Fey 2003; NCTM 1991; Van de Walle 2003). This article shows how a STEM three-dimensional (3D) printing challenge invited a traditionally underrepresented student to persist and problem solve across disciplines. |
|---|---|
| ISSN: | 0025-5769 |
