© 2016

A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children


Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Table of contents

  1. Front Matter
    Pages i-vi
  2. Jacqueline Sack, Irma Vazquez
    Pages 1-3
  3. Jacqueline Sack, Irma Vazquez
    Pages 5-11
  4. Jacqueline Sack, Irma Vazquez
    Pages 13-18
  5. Jacqueline Sack, Irma Vazquez
    Pages 19-27
  6. Jacqueline Sack, Irma Vazquez
    Pages 29-36
  7. Jacqueline Sack, Irma Vazquez
    Pages 37-44

About this book


This monograph describes the development and use of a 3D visualization teaching-learning trajectory for elementary age learners. Using design research principles, the authors developed this trajectory using the NCTM recommendations and the Spatial Operational Capacity (SOC) theoretical framework to guide lesson development. The SOC framework utilizes actual 3D models, 2D and abstract representations of the actual models, and, a dynamic computer interface, the Geocadabra Construction Box, which integrates these representations dynamically in real time. The work begins with describing the theoretical SOC frameworks that guided the study, the inquiry-based learning focus, the research method used, and informal pre-program interviews with participant children. The next chapter describes introductory activities used to orient the children to the 3D objects that they used throughout the program. The book then focuses on the development of abstract top-view numeric plan representations leading to representations of rectangular prisms, followed by front-side-top view representations. The last chapter shows how numeracy was integrated into the program to support the demanding official mathematics curriculum.


3D visualization Elementary mathematics education 3D visualization and numeracy connections Volume conceptualization using multiple representations Visualization skills in elementary learning Visualization of geometric objects Spatial Operational Capacity (SOC) Geocadabra Construction Box Abstract top-view numeric plan representations Front-side top view representations

Authors and affiliations

  1. 1.University of Houston DowntownHoustonUSA
  2. 2.Houston Independent School DistrictWharton Dual Language AcademyUSA

Bibliographic information