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3-D Visualization: Why? When? How?

3-D Visualization: Why? When? How?. CAMT Conference Dallas, TX July 9-11, 2008. The Context. Why? What? Where? Who? How? Support/Funding? Surprising extras. Framework for 3-Dimensional Visualization. 3-DIMENSIONAL MODEL. REBUILD IT. VERBAL DESCRIPTION OF THE 3-D MODEL

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3-D Visualization: Why? When? How?

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  1. 3-D Visualization:Why? When? How? CAMT Conference Dallas, TX July 9-11, 2008

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

  15. Change to “2”

  16. The Cake Problem

  17. The Cake Problem

  18. 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

  19. 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?

  20. For More Information: Jacqueline Sack: jsack@rice.edu Rice University School Mathematics Project, Houston, TX http://rusmp.rice.edu Irma Vazquez: irmavazquez@sbcglobal.net Wharton Elementary School, Houston ISD, TX Geocadabra [Computer software] www.geocadabra.nl/setupeng.exe

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