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Engaging with 3-D Visualization: Activities Using Somas and Cubes at NCTM Annual Meeting

Explore effective 3-D visualization activities designed for mathematics classrooms, showcased at the NCTM Annual Meeting by Dr. Jacqueline Sack. This presentation covers the context, strategies, and supportive elements of 3-D modeling using Somas and cubes. Attendees will engage in sequence activities that involve verbal and graphic representations of 3-D models, enhancing both spatial reasoning and literacy development in mathematics. Gain insights into instructional strategies that foster a deeper understanding of mathematical concepts through innovative visualization techniques.

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Engaging with 3-D Visualization: Activities Using Somas and Cubes at NCTM Annual Meeting

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Presentation Transcript

  1. Build, Draw, and Interpret:3-D Visualization Activities Using Somas and Cubes NCTM Annual Meeting Salt Lake City, April 10, 2008 Jacqueline Sack Rice University School Mathematics Project Houston, Texas

  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 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. 1 1 2 2 1 1 Semiotic or Abstract Representation of the 3-D Model

  15. 1 1 1 1 1 1 1 1 1 1 Semiotic or Abstract Representation of the 3-D Model

  16. 1 1 1 1 1 1 1 1 1 1 Semiotic or Abstract Representation of the 3-D Model

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

  18. Change to “2”

  19. 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

  20. 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?

  21. Contact Information Dr. Jacqueline Sack jsack@rice.edu Assistant Clinical Professor of Mathematics Wiess School of Natural Sciences, Rice University Associate Director for Curriculum Development Rice University School Mathematics Project http://rusmp.rice.edu Geocadabra [Computer software] www.geocadabra.nl/setupeng.exe

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