3.9.14 Using 3D Printing to Engage Gifted Learners

This presentation reports on an investigation of the influence of Prototype Problem Solving Activities using 3D printing on student engagement and understanding of mathematics. It uses a mixed methods approach to understand the perceptions of teachers prior to implementing the lessons and changes in students’ engagement and persistence throughout the process. Computer aided design modeling uses the recursive system of imagine, design, test, and modify to create models to solve problems (Matthews & Geist, 2013). This process exactly mimics the processes used by mathematicians, scientists, and engineers in their daily work, thus, providing students with an authentic learning environment. Such activities encourage creativity and critical thinking because there are no single correct answers. Prototype Problem Solving Activities (PPSA) also allow students to self-assess and receive feedback about how well the physical prototype solves the problem. Qualitative analysis of interviews of teachers was used to determine teacher attitudes and perceptions of using 3D printing to engage students in mathematics. Teachers were interviewed individually, focus groups were recorded, and teachers were asked to keep a journal responding to specific prompts. The teachers were also observed using the pedagogy and teaching the new technology in their classroom and were given 3D printers to use in their schools for one full year. Quantitative analysis was used to explore the influence of 3D printing on students’ engagement, self-competence, and motivation. Participants were 400 students in 7th and 8th grade in rural middle schools located in the mid-south of the United States. The students were given at least three opportunities to participate in PPSA using 3D modeling and printing. They completed surveys regarding their engagement in mathematics, perceptions of self-competence in mathematics, and motivation in mathematics before and after the PPSA experiences. Classroom observations were conducted before and during PPSA activities. This study represents a first step in understanding the experiences of teachers who are asked to learn and implement new technology in the classroom. As more schools are using technology in the daily classroom experience, it is important to explore how teachers learn the technology and then use their learning to teach their students. Digital fabrication invites students and teachers to interact with technology which demands a different skill set then simply using technology as a reference to provide information. The study offers the opportunity to deepen the understanding of the effect of using 3D technology on student engagement, self-competence, motivation, and academic achievement.

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