build, draw, and interpret: 3-d visualization activities using somas and cubes
DESCRIPTION
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. The Context. Why? What? Where? Who? How? Support/Funding? Surprising extras. - PowerPoint PPT PresentationTRANSCRIPT
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
The Context
• Why?
• What?
• Where?
• Who?
• How?
• Support/Funding?
• Surprising extras
Framework for 3-Dimensional Visualization
3-DIMENSIONAL MODEL
CONVENTIONAL GRAPHIC REPRESENTATION OF THE
3-D MODEL
VERBAL DESCRIPTION OF THE 3-D MODEL
(oral or written)
REBUILD IT
TALK ABOUT IT
REPRESENT IT ABSTRACTLY
DRAW OR RECOGNIZE IT IN A
PICTURE
1
12
top front side
SEMIOTIC OR ABSTRACT REPRESENTATION OF THE
3-D MODEL
This slide is not to be reproduced in any form without the expressed permission of Jackie Sack.
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• …
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?
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
Semiotic or Abstract Representation of the 2-D Picture
Verbal Description
Listen for and list the descriptive terms this student uses in his explanations.
Conventional Graphic Representation of the 3-D Model
Conventional Graphic Representation of the 3-D Model
Semiotic or Abstract Representation of the 3-D Model
Semiotic or Abstract Representation of the 3-D Model
Semiotic or Abstract Representation of the 3-D Model
Semiotic or Abstract Representation of the 3-D Model
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Semiotic or Abstract Representation of the 3-D Model
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Semiotic or Abstract Representation of the 3-D Model
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Semiotic or Abstract Representation of the 3-D or
2-D Model
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Change to “2”
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
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?
Contact Information
Dr. Jacqueline Sack [email protected]
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