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Understanding 3D Visualization: Techniques, Applications, and Strategies for Education

Join us at the CAMT Conference in Dallas from July 9-11, 2008, to explore the significance and methodology of 3D visualization in educational contexts. This presentation covers the framework for building 3D models, instructional strategies for mathematics classrooms, and the importance of literacy development through verbal, graphic, and semiotic representations. Engage with hands-on activities using innovative tools like Geocadabra, and reflect on how these techniques can enhance teaching and learning experiences. For more info, contact Jacqueline Sack at Rice University.

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Understanding 3D Visualization: Techniques, Applications, and Strategies for Education

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Presentation Transcript

  1. 3-D Visualization:Why? When? How? CAMT Conference Dallas, TX July 9-11, 2008

  2. The Context • Why? • What? • Where? • Who? • How? • Support/Funding? • Surprising extras

  3. Framework for 3-Dimensional Visualization 3-DIMENSIONAL MODEL REBUILD IT VERBAL DESCRIPTION OF THE 3-D MODEL (oral or written) CONVENTIONAL GRAPHIC REPRESENTATION OF THE 3-D MODEL DRAW OR RECOGNIZE IT IN A PICTURE COMPUTER INTERFACE TALK ABOUT IT REPRESENT IT ABSTRACTLY SEMIOTIC OR ABSTRACT REPRESENTATION OF THE 3-D MODEL top front side This slide is not to be reproduced in any form without the expressed permission of Jackie Sack.

  4. Sequence of Activities • Pre-interview • Single Soma figures: Verbal task cards • Two-Soma assembly figures: Shaded and unshaded task cards • Geocadabra interface: Integrates top-view coding and face views • …

  5. Reflection Questions: The Big Picture • What instructional strategies observed or shared in this presentation can be applied to any strand in a mathematics classroom? • How is literacy development addressed in the classroom shown in this presentation?

  6. Verbal Description • Put the first block down • Place the second block in front of the first block • Place the third block to the right of the first block • Place the fourth block on top of the third block

  7. Semiotic or Abstract Representation of the 2-D Picture

  8. Verbal Description Listen for and list the descriptive terms this student uses in his explanations.

  9. Conventional Graphic Representation of the 3-D Model

  10. Conventional Graphic Representation of the 3-D Model

  11. Semiotic or Abstract Representation of the 3-D Model

  12. Semiotic or Abstract Representation of the 3-D Model

  13. Semiotic or Abstract Representation of the 3-D Model

  14. Semiotic or Abstract Representation of the 3-D or 2-D Model

  15. Change to “2”

  16. The Cake Problem

  17. The Cake Problem

  18. Summary to Date • Verbal representation: Continue to emphasize verbal descriptions BY the child to assess accurate use of descriptive language • Semiotic representation: What is more difficult, code reading or code creation? • 2-D conventional figures: Reproduction of corresponding 3-D models and codes using 2-Soma assemblies

  19. Closing Questions: The Big Picture • What instructional strategies observed or shared in this presentation can be applied to any strand in a mathematics classroom? • How is literacy development addressed in the classroom shown in this presentation?

  20. For More Information: Jacqueline Sack: jsack@rice.edu Rice University School Mathematics Project, Houston, TX http://rusmp.rice.edu Irma Vazquez: irmavazquez@sbcglobal.net Wharton Elementary School, Houston ISD, TX Geocadabra [Computer software] www.geocadabra.nl/setupeng.exe

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