build, draw, and interpret: 3-d visualization activities using somas and cubes nctm annual meeting...
TRANSCRIPT
![Page 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](https://reader030.vdocuments.net/reader030/viewer/2022032605/56649e705503460f94b6e17e/html5/thumbnails/1.jpg)
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
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The Context
• Why?
• What?
• Where?
• Who?
• How?
• Support/Funding?
• Surprising extras
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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.
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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• …
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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?
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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
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Semiotic or Abstract Representation of the 2-D Picture
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Verbal Description
Listen for and list the descriptive terms this student uses in his explanations.
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Conventional Graphic Representation of the 3-D Model
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Conventional Graphic 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
![Page 14: Build, Draw, and Interpret: 3-D Visualization Activities Using Somas and Cubes NCTM Annual Meeting Salt Lake City, April 10, 2008 Jacqueline Sack Rice](https://reader030.vdocuments.net/reader030/viewer/2022032605/56649e705503460f94b6e17e/html5/thumbnails/14.jpg)
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 Model
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Semiotic or Abstract Representation of the 3-D or
2-D Model
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Change to “2”
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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
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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?
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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