This monograph describes a 3D visualization teaching-learning trajectory for elementary age learners based on the NCTM recommendations. Throughout the trajectory, learners work with actual 3D models, 2D and abstract representations of the actual models, and, a dynamic computer interface, the Geocadabra Construction Box, which integrates these representations in real time. Activities include tasks created by the researchers in addition to learner-created tasks to challenge one another. The trajectory is geared toward classroom teachers, professional developers or mathematics education researchers.
The work begins with theoretical frameworks that guided the study (SOC), teaching focus (inquiry-based learning), research method (adapted design research principles), and informal pre-program interviews with participant children. After a brief description of the introductory activities used to orient the children to the 3D objects that were used throughout the program, the work continues to focus on the development of abstract top-view numeric plan representations leading to representations of rectangular prisms; and then front-side-top view representations. The concluding remarks show how the project integrated numeracy into the program to support the demanding official mathematics curriculum of the NTCM.
