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Integrating Digital Technologies for Spatial Reasoning: Using Google SketchUp to Model the Real World

Integrating Digital Technologies for Spatial Reasoning: Using Google SketchUp to Model the Real World

D. Craig Schroeder, Carl W. Lee
Copyright: © 2013 |Pages: 18
ISBN13: 9781466640863|ISBN10: 1466640863|EISBN13: 9781466640870
DOI: 10.4018/978-1-4666-4086-3.ch008
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MLA

Schroeder, D. Craig, and Carl W. Lee. "Integrating Digital Technologies for Spatial Reasoning: Using Google SketchUp to Model the Real World." Common Core Mathematics Standards and Implementing Digital Technologies, edited by Drew Polly, IGI Global, 2013, pp. 110-127. https://doi.org/10.4018/978-1-4666-4086-3.ch008

APA

Schroeder, D. C. & Lee, C. W. (2013). Integrating Digital Technologies for Spatial Reasoning: Using Google SketchUp to Model the Real World. In D. Polly (Ed.), Common Core Mathematics Standards and Implementing Digital Technologies (pp. 110-127). IGI Global. https://doi.org/10.4018/978-1-4666-4086-3.ch008

Chicago

Schroeder, D. Craig, and Carl W. Lee. "Integrating Digital Technologies for Spatial Reasoning: Using Google SketchUp to Model the Real World." In Common Core Mathematics Standards and Implementing Digital Technologies, edited by Drew Polly, 110-127. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-4086-3.ch008

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Abstract

The Common Core State Standards for Mathematics include mathematical practices for modeling and also references to the appropriate use of technology. Several new dynamic programs can be leveraged using Technological Pedagogical Content Knowledge (TPACK) to enhance the conceptual and practical knowledge of students. The authors used Google SketchUp to develop understandings of 3-dimensional shapes and models. In the successful project, middle school students were introduced to the program, given small challenges, and then, as a culminating project, asked to model rooms within their school. The result was an exact replica of the schoolrooms and a project that could be used for virtual tours. This type of project-based learning can be implemented in most classrooms, even those in which the instructor has limited knowledge of SketchUp. Students were actively engaged throughout the instruction and were able to work with their peers and develop practical mathematical skills.

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