Learning about digital technologies of the working world in regular math classes? Teaching composite bodies with 3D print as a learning context
Conference contribution (Article) › Research › Peer reviewed
Publication data
| By | Mira Hykkelbjerg Wulff, Anika Radkowitsch, Aiso Heinze |
| Original language | English |
| Published in | Michal Ayalon, Boris Koichu, Roza Leikin, Laurie Rubel, Michal Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (vol. 4) |
| Pages | 355-362 |
| Editor (Publisher) | PME |
| ISBN | 978-965-93112-4-8 |
| DOI/Link | https://www.igpme.org/publications/current-proceedings/ |
| Publication status | Published – 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.
