Providing access by integrating computer aided design in mathematics teacher education courses

Abstract

This article condenses five years of professional development based on Technological Pedagogical and Content Knowledge (TPACK) integration principles, National Council of Teachers of Mathematics Principles to Actions (2014), and ISTE Student and Teacher standards to give a launch point for teachers and teacher educators to integrate 3D modeling and printing in their classroom instruction. Although the goal and aspects for integration may be different from a mathematics course to an introductory mathematics education course to a methods course, starting with the technology as learners and the types of activities have been the same. This article gives a taxonomy of types of activities; machine function, teacher-created model, and student-created model across elementary, middle, and high school grades.