Edge Models with the CAD Software: Creating a New Context for Mathematics in Elementary School

Felicitas Pielsticker,Amelie Vogler,Ingo Witzke

doi:10.1007/s40751-021-00092-w

Felicitas Pielsticker, Amelie Vogler + Show 1 more

https://doi.org/10.1007/s40751-021-00092-w

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Abstract

Digital media have become increasingly important in recent years and can offer new possibilities for mathematics education in elementary schools. From our point of view, geometry and geometric objects seem to be suitable for the use of computer-aided design software in mathematics classes. Based on the example of Tinkercad, the use of CAD software — a new and challenging context in elementary schools — is discussed within the approach of domains of subjective experience and the Toulmin model. An empirical study examined the influence of Tinkercad on fourth-graders’ development of a model of a geometric solid and related reasoning processes in mathematics classes.

Highlights

This article examines an example taken from a study conducted in a German elementary school showing how children develop a model of a geometric solid using specific, self-designed, digital objects in the computer-aided design (CAD) software Tinkercad
Within a learning environment designed for this study focusing on developing the concept of the “cube,” we discuss the extent to which student knowledge transfer is initiated in settings using digital media in elementary school mathematics
We argue that the exploratory use of self-created program objects challenges student knowledge and influences student learning, and use the descriptive approach of the domains of subjective experience (DSEs) (Bauersfeld, 1983) and the Toulmin model (Toulmin, 1958/1996) to describe the exploratory processes in detail

Summary

Introduction

This article examines an example taken from a study conducted in a German elementary school showing how children develop a model of a geometric solid using specific, self-designed, digital objects in the computer-aided design (CAD) software Tinkercad. A case study by Pielsticker (2021) provides insight into how 3D printing technology can be used to support eighth-grade learners’ concept formation processes in geometry lessons when calculating the area of triangles This related research on implementing 3D printing technology in mathematics classes highlights some of the specificities and challenges concerning the student learning process. We expand this field of research with this case study by providing deeper insight into the influence of using CAD software in geometry classes in elementary school. This study is designed to investigate the primary students’ reasoning process while using this program, which is essential if students are supposed to develop objects to be printed during class

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