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Transiting between Representation Technologies and Teaching/Learning Descriptive Geometry: Reflections in an Architectural Context

Transiting between Representation Technologies and Teaching/Learning Descriptive Geometry: Reflections in an Architectural Context

Janice de Freitas Pires, Luisa Dalla Vecchia, Adriane Almeida da Silva Borda
Copyright: © 2016 |Pages: 24
ISBN13: 9781522500292|ISBN10: 1522500294|EISBN13: 9781522500308
DOI: 10.4018/978-1-5225-0029-2.ch011
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MLA

Pires, Janice de Freitas, et al. "Transiting between Representation Technologies and Teaching/Learning Descriptive Geometry: Reflections in an Architectural Context." Handbook of Research on Visual Computing and Emerging Geometrical Design Tools, edited by Giuseppe Amoruso, IGI Global, 2016, pp. 250-273. https://doi.org/10.4018/978-1-5225-0029-2.ch011

APA

Pires, J. D., Vecchia, L. D., & da Silva Borda, A. A. (2016). Transiting between Representation Technologies and Teaching/Learning Descriptive Geometry: Reflections in an Architectural Context. In G. Amoruso (Ed.), Handbook of Research on Visual Computing and Emerging Geometrical Design Tools (pp. 250-273). IGI Global. https://doi.org/10.4018/978-1-5225-0029-2.ch011

Chicago

Pires, Janice de Freitas, Luisa Dalla Vecchia, and Adriane Almeida da Silva Borda. "Transiting between Representation Technologies and Teaching/Learning Descriptive Geometry: Reflections in an Architectural Context." In Handbook of Research on Visual Computing and Emerging Geometrical Design Tools, edited by Giuseppe Amoruso, 250-273. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0029-2.ch011

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Abstract

Teaching descriptive geometry, in the context of this study, is characterized by the continuous investment in recognizing digital representation technologies which can enhance the didactic activities in architectural training. This study describes this trajectory which includes the use of virtual reality, augmented reality and parametric modelling, as well as freehand drawing and the production of physical models both by automating the unfolding process and by digital fabrication processes of 3D printing and laser cutting. In addition to questioning the relevance and sustainability of the infrastructure needed to ensure the continuation of this trajectory, the potentialities identified in each of the learning activities that have been structure, are shown. Although these potentialities are specific to this context, it is considered that this type of record contributes to understand the issues being faced in teaching practices.

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