Bringing Dynamic Geometry to Three Dimensions

Author(s):  
Nicholas H. Wasserman

Contemporary technologies have impacted the teaching and learning of mathematics in significant ways, particularly through the incorporation of dynamic software and applets. Interactive geometry software such as Geometers Sketchpad (GSP) and GeoGebra has transformed students' ability to interact with the geometry of plane figures, helping visualize and verify conjectures. Similar to what GSP and GeoGebra have done for two-dimensional geometry in mathematics education, SketchUp™ has the potential to do for aspects of three-dimensional geometry. This chapter provides example cases, aligned with the Common Core State Standards in mathematics, for how the dynamic and unique features of SketchUp™ can be integrated into the K-12 mathematics classroom to support and aid students' spatial reasoning and knowledge of three-dimensional figures.

Author(s):  
Esther Ntuli ◽  
Lydia Kyei-Blankson

Research indicates the need for teachers to be able to locate, evaluate, and use Internet resources in their teaching and learning processes. In addition, the Common Core State Standards require that students are able to think critically and know how to search and use alternative views and perspectives in their assignments. These skills are imperative for teachers and teacher candidates. This article reports the results of a study that sought to examine strategies used by teacher candidates when using Internet search engines, their ability to integrate the information they find into their own assignments, and use the acquired skills for future classroom use. The study employed a mixed-method approach in the collection and analysis of data gathered from a sample of 45 teacher candidates. Data sources included a survey, class assignments that required documentation of the search process as well as the located sources, and semi-structured interviews. Findings from the study revealed the need to teach teacher candidates how to conduct searches effectively, critically evaluate the sources, and integrate the information acquired from the online sources into professional and academic writing that models such behavior for their students. Suggestions for improvement of practice offered in this paper were piloted in one instructional technology course.


2019 ◽  
pp. 1377-1391
Author(s):  
Esther Ntuli ◽  
Lydia Kyei-Blankson

Research indicates the need for teachers to be able to locate, evaluate, and use Internet resources in their teaching and learning processes. In addition, the Common Core State Standards require that students are able to think critically and know how to search and use alternative views and perspectives in their assignments. These skills are imperative for teachers and teacher candidates. This article reports the results of a study that sought to examine strategies used by teacher candidates when using Internet search engines, their ability to integrate the information they find into their own assignments, and use the acquired skills for future classroom use. The study employed a mixed-method approach in the collection and analysis of data gathered from a sample of 45 teacher candidates. Data sources included a survey, class assignments that required documentation of the search process as well as the located sources, and semi-structured interviews. Findings from the study revealed the need to teach teacher candidates how to conduct searches effectively, critically evaluate the sources, and integrate the information acquired from the online sources into professional and academic writing that models such behavior for their students. Suggestions for improvement of practice offered in this paper were piloted in one instructional technology course.


2008 ◽  
Vol 62 (1) ◽  
Author(s):  
Peter C. Chu

The Navy’s mine impact burial prediction model creates a time history of a cylindrical or a noncylindrical mine as it falls through air, water, and sediment. The output of the model is the predicted mine trajectory in air and water columns, burial depth/orientation in sediment, as well as height, area, and volume protruding. Model inputs consist of parameters of environment, mine characteristics, and initial release. This paper reviews near three decades’ effort on model development from one to three dimensions: (1) one-dimensional models predict the vertical position of the mine’s center of mass (COM) with the assumption of constant falling angle, (2) two-dimensional models predict the COM position in the (x,z) plane and the rotation around the y-axis, and (3) three-dimensional models predict the COM position in the (x,y,z) space and the rotation around the x-, y-, and z-axes. These models are verified using the data collected from mine impact burial experiments. The one-dimensional model only solves one momentum equation (in the z-direction). It cannot predict the mine trajectory and burial depth well. The two-dimensional model restricts the mine motion in the (x,z) plane (which requires motionless for the environmental fluids) and uses incorrect drag coefficients and inaccurate sediment dynamics. The prediction errors are large in the mine trajectory and burial depth prediction (six to ten times larger than the observed depth in sand bottom of the Monterey Bay). The three-dimensional model predicts the trajectory and burial depth relatively well for cylindrical, near-cylindrical mines, and operational mines such as Manta and Rockan mines.


1993 ◽  
Vol 69 (3) ◽  
pp. 965-979 ◽  
Author(s):  
K. Hepp ◽  
A. J. Van Opstal ◽  
D. Straumann ◽  
B. J. Hess ◽  
V. Henn

1. Although the eye has three rotational degrees of freedom, eye positions, during fixations, saccades, and smooth pursuit, with the head stationary and upright, are constrained to a plane by ListingR's law. We investigated whether Listing's law for rapid eye movements is implemented at the level of the deeper layers of the superior colliculus (SC). 2. In three alert rhesus monkeys we tested whether the saccadic motor map of the SC is two dimensional, representing oculocentric target vectors (the vector or V-model), or three dimensional, representing the coordinates of the rotation of the eye from initial to final position (the quaternion or Q-model). 3. Monkeys made spontaneous saccadic eye movements both in the light and in the dark. They were also rotated about various axes to evoke quick phases of vestibular nystagmus, which have three degrees of freedom. Eye positions were measured in three dimensions with the magnetic search coil technique. 4. While the monkey made spontaneous eye movements, we electrically stimulated the deeper layers of the SC and elicited saccades from a wide range of initial positions. According to the Q-model, the torsional component of eye position after stimulation should be uniquely related to saccade onset position. However, stimulation at 110 sites induced no eye torsion, in line with the prediction of the V-model. 5. Activity of saccade-related burst neurons in the deeper layers of the SC was analyzed during rapid eye movements in three dimensions. No systematic eye-position dependence of the movement fields, as predicted by the Q-model, could be detected for these cells. Instead, the data fitted closely the predictions made by the V-model. 6. In two monkeys, both SC were reversibly inactivated by symmetrical bilateral injections of muscimol. The frequency of spontaneous saccades in the light decreased dramatically. Although the remaining spontaneous saccades were slow, Listing's law was still obeyed, both during fixations and saccadic gaze shifts. In the dark, vestibularly elicited fast phases of nystagmus could still be generated in three dimensions. Although the fastest quick phases of horizontal and vertical nystagmus were slower by about a factor of 1.5, those of torsional quick phases were unaffected. 7. On the basis of the electrical stimulation data and the properties revealed by the movement field analysis, we conclude that the collicular motor map is two dimensional. The reversible inactivation results suggest that the SC is not the site where three-dimensional fast phases of vestibular nystagmus are generated.(ABSTRACT TRUNCATED AT 400 WORDS)


2015 ◽  
Vol 117 (11) ◽  
pp. 1-32
Author(s):  
Charles Munter ◽  
Mary Kay Stein ◽  
Margaret S. Smith

Background/Context Which ideas should be included in the K–12 curriculum, how they are learned, and how they should be taught have been debated for decades in multiple subjects. In this article, we offer mathematics as a case in point of how new standards-related policies may offer an opportunity for reassessment and clarification of such debates. Purpose/Objective Our goal was to specify instructional models associated with terms such as “reform” and “traditional”—which, in this article, we refer to as “dialogic” and “direct”—in terms of perspectives on what it means to know mathematics, how students learn mathematics, and how mathematics should be taught. Research Design In the spirit of “adversarial collaboration,” we hosted a series of semi-structured discussions among nationally recognized experts who hold opposing points of view on mathematics teaching and/or learning. During those discussions, the recent consensus regarding what students should learn—as represented by the Common Core State Standards for Mathematics (CCSSM)—was taken as a common goal, and additional areas of agreement and disagreement were identified and discussed. The goal was not to reach consensus but to invite representatives of different perspectives to clarify and come to agreement on how they disagree. Findings/Results We present two instructional models that were specified and refined over the course of those discussions and describe nine key areas that distinguish the two models: (a) the importance and role of talk; (b) the importance and role of group work; (c) the sequencing of mathematical topics; (d) the nature and ordering of mathematical instructional tasks; (e) the nature, timing, source, and purpose of feedback; (f) the emphasis on creativity (i.e., authoring one's own learning; mathematizing subject matter from reality); (g) the purpose of diagnosing student thinking; (h) the introduction and role of definitions; and (i) the nature and role of representations. Additionally, we elaborate a more nuanced description of the ongoing debate, as it pertains to particular sources of difference in perspective. Conclusions/Recommendations With this article, we hope to advance ongoing debates in two ways: (a) discrediting false assumptions and oversimplified conceptions of the “other side's” arguments (which can obscure both the real differences and real similarities between different models of instruction), and (b) framing the debates in a manner that allows for more thoughtful empirical investigation oriented to understanding learning in the discipline.


Author(s):  
Jayme Linton ◽  
David Stegall

This chapter seeks to answer the guiding question: How does the TPACK (Technological Pedagogical Content Knowledge) framework influence how technology can support the implementation of the Common Core Standards for Mathematical Practice? The authors provide an overview of the Standards for Mathematical Practice and an application of the TPACK framework to the Common Core State Standards for Mathematics. Classroom scenarios describe how teachers can use the TPACK framework to integrate technology into the Standards for Mathematical Practice from kindergarten to eighth grade. The authors conclude with implications for professional developers, teacher educators, and administrators as they work to develop teachers’ TPACK and prepare teachers for implementing the Common Core State Standards for Mathematics.


2015 ◽  
pp. 92-107
Author(s):  
Jayme Linton ◽  
David Stegall

This chapter seeks to answer the guiding question: How does the TPACK (Technological Pedagogical Content Knowledge) framework influence how technology can support the implementation of the Common Core Standards for Mathematical Practice? The authors provide an overview of the Standards for Mathematical Practice and an application of the TPACK framework to the Common Core State Standards for Mathematics. Classroom scenarios describe how teachers can use the TPACK framework to integrate technology into the Standards for Mathematical Practice from kindergarten to eighth grade. The authors conclude with implications for professional developers, teacher educators, and administrators as they work to develop teachers' TPACK and prepare teachers for implementing the Common Core State Standards for Mathematics.


2016 ◽  
pp. 48-73
Author(s):  
Rodrigo Valença Cavalcante Frade ◽  
Francisco Milton Mendes Neto ◽  
Rafael Castro de Souza

The advancement of technological resources has provided new possibilities in teaching and learning processes. This progress resulted in an improvement to the Distance Education (DE). However, this type of education still faces the serious problem of circumvention having as a major cause, lack of motivation among students. Thus, the use of new technological trends has been increasingly common with the purpose to provide greater attractiveness for student participation in distance learning courses. Thus, this study aims to propose a multiagent virtual environment in three dimensions to support the recommendation of learning objects in order to improve the teaching and learning processes in DE.


Author(s):  
Jeffrey S. Oishi ◽  
Geoffrey M. Vasil ◽  
Morgan Baxter ◽  
Andrew Swan ◽  
Keaton J. Burns ◽  
...  

The magnetorotational instability (MRI) occurs when a weak magnetic field destabilizes a rotating, electrically conducting fluid with inwardly increasing angular velocity. The MRI is essential to astrophysical disc theory where the shear is typically Keplerian. Internal shear layers in stars may also be MRI-unstable, and they take a wide range of profiles, including near-critical. We show that the fastest growing modes of an ideal magnetofluid are three-dimensional provided the shear rate, S , is near the two-dimensional onset value, S c . For a Keplerian shear, three-dimensional modes are unstable above S  ≈ 0.10 S c , and dominate the two-dimensional modes until S  ≈ 2.05 S c . These three-dimensional modes dominate for shear profiles relevant to stars and at magnetic Prandtl numbers relevant to liquid-metal laboratory experiments. Significant numbers of rapidly growing three-dimensional modes remainy well past 2.05 S c . These finding are significant in three ways. First, weakly nonlinear theory suggests that the MRI saturates by pushing the shear rate to its critical value. This can happen for systems, such as stars and laboratory experiments, that can rearrange their angular velocity profiles. Second, the non-normal character and large transient growth of MRI modes should be important whenever three-dimensionality exists. Finally, three-dimensional growth suggests direct dynamo action driven from the linear instability.


1993 ◽  
Vol 132 ◽  
pp. 73-89
Author(s):  
Yi-Sui Sun

AbstractWe have systematically made the numerical exploration about the perturbation extension of area-preserving mappings to three-dimensional ones, in which the fixed points of area preserving are elliptic, parabolic or hyperbolic respectively. It has been observed that: (i) the invariant manifolds in the vicinity of the fixed point generally don’t exist (ii) when the invariant curve of original two-dimensional mapping exists the invariant tubes do also in the neighbourhood of the invariant curve (iii) for the perturbation extension of area-preserving mapping the invariant manifolds can only be generated in the subset of the invariant manifolds of original two-dimensional mapping, (iv) for the perturbation extension of area preserving mappings with hyperbolic or parabolic fixed point the ordered region near and far from the invariant curve will be destroyed by perturbation more easily than the other one, This is a result different from the case with the elliptic fixed point. In the latter the ordered region near invariant curve is solid. Some of the results have been demonstrated exactly.Finally we have discussed the Kolmogorov Entropy of the mappings and studied some applications.


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