3D printing technology as innovative tool for math and geometry teaching applications

5th Global Conference on Materials Science and Engineering

Huleihil, M.^1

Arab Academic Institute of Education, Academic Institute Beit-Berl, Kfar Saba

44905, Israel^1

关键词: Critical thinking;    Enabling technologies;    Industrial revolutions;    Policy development;    Production process;    Teaching applications;    Three-dimensional (3D) printing;    Three-dimensional object;   

Others  :  https://iopscience.iop.org/article/10.1088/1757-899X/164/1/012023/pdf
DOI  :  10.1088/1757-899X/164/1/012023

来源: IOP

【 摘 要 】

The industrial revolution and automation of production processes have changed the face of the world. Three dimensional (3D) printing has the potential to revolutionize manufacturing and further change methods of production toward allowing in increasing number of people to produce products at home. According to a recent OECD (see Backer [1]) publication, "...tapping into the next industrial revolution requires actions on many levels and in many different areas. In particular, unlocking the potential of emerging and enabling technologies requires policy development along a number of fronts, from commercialization to regulation and the supply of skills through education." In this paper we discuss the role of schools and their responsibility to act as quickly as possible to design a plan of action that will prepare the future citizens to deal with this new reality. This requires planning of action in different directions and on different planes, such as labs, teachers, and curricula. 3D printing requires higher levels of thinking, innovation and creativity. It has the power to develop human imagination and give students the opportunity to visualize numbers, two- dimensional shapes, and three-dimensional objects. The combination of thinking, design, and production has immense power to increase motivation and satisfaction, with a highly probable increase in a student's math and geometry achievements. The CAD system includes a measure tool which enables and alternative way for calculating properties of the objects under consideration and allows development of reflection and critical thinking. The research method was based on comparison between a reference group and a test group; it was found that intervention significantly improved the reflection abilities of 6th grade students in mathematics.