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Action-based Embodied Design: Spatial-mathematical Learning Experiences with Tinkercad 3D Modeling for Elementary Students

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Abstract

Rich research evidence supporting the strong, positive connections between spatial ability and mathematical ability has been well documented. Spatial tools, such as computer-aided-design (CAD) software, have been increasingly utilized and researched for promoting mathematics learning in K–12 (kindergarten to 12th grade). Tinkercad, a free online CAD program, offers a powerful spatial tool for expanding mathematics learning into space and improving mathematics learning through 3D modeling in an interactive virtual space. From the lens of embodied cognition research, the present paper illustrates the technological affordances of Tinkercad for leveraging the positive spatial-mathematical connections and discusses adopting action-based embodied design to create Tinkercad embodied spatial-mathematical learning experiences for elementary students. Specific Tinkercad embodied spatial-mathematical learning activities with closed-ended embodied actions and open-ended embodied actions are presented and implications for instruction and educational research are discussed.

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  1. ISWD, Mississippi State University, 252A IED Building, 108 Herbert Street, Mississippi State, MS, 39762, USA

    Yan Sun

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Sun, Y. Action-based Embodied Design: Spatial-mathematical Learning Experiences with Tinkercad 3D Modeling for Elementary Students. Digit Exp Math Educ 9, 492–507 (2023). https://doi.org/10.1007/s40751-023-00129-2

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