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Build, Draw, and Interpret: 3-D Visualization Activities Using Somas and Cubes

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.

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Build, Draw, and Interpret: 3-D Visualization Activities Using Somas and Cubes

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  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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