Learning about digital technologies of the working world in regular math classes? Teaching composite bodies with 3D print as a learning context
Aufsatz in Konferenzband › Forschung › begutachtet
Publikationsdaten
| Von | Mira Hykkelbjerg Wulff, Anika Radkowitsch, Aiso Heinze |
| Originalsprache | Englisch |
| Erschienen in | Michal Ayalon, Boris Koichu, Roza Leikin, Laurie Rubel, Michal Tabach (Hrsg.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Band 4) |
| Seiten | 355-362 |
| Herausgeber (Verlag) | PME |
| ISBN | 978-965-93112-4-8 |
| DOI/Link | https://www.igpme.org/publications/current-proceedings/ |
| Publikationsstatus | Veröffentlicht – 07.2023 |
A result of the digitalization of the working world is a change of competence profiles
graduates need to enter the workplace. Consequently, relevant digital technologies
should be integrated into the classroom providing opportunities for students to gain
digital experiences. To facilitate teachers’ acceptance of such instructional
innovations, digital tools can be used as learning context instead of learning content.
Following a design-based research approach, we developed a prototypical math unit
using 3D print as learning context. Results of an evaluation with 101 German students
in grade 5 to 7 indicate that the teaching unit has a significant effect on behavioural
and cognitive components of students’ 3D print-related self-concept and that the
learning context of 3D print does not distract students from learning mathematics.
