Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: dynamic geometry and 3D printing

Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: dynamic geometry and 3D printing

Abstract Background This paper compares the effects of two classroom-based technology-enhanced teaching interventions, conducted in two schools in sixth (age 11–12) grade. In one school, the intervention involves the use of a class set of 3D Printing Pens, and in another school the use of dynamic ge...

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Bibliographic Details
Main Authors: Oi-Lam Ng, Lian Shi, Fridolin Ting
Format: Article
Language:English
Published: SpringerOpen 2020-09-01
Series:International Journal of STEM Education
Subjects:
Technology-enhanced learning
3D printing
3D pen
Dynamic geometry
Embodied cognition
Gestures
Online Access:http://link.springer.com/article/10.1186/s40594-020-00244-1

Internet

http://link.springer.com/article/10.1186/s40594-020-00244-1

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