Using a Parametric Solid Modeler as an Instructional Tool

Authors

  • Kevin L. Devine Illinois State University

Abstract

This paper presents the results of a quasi-experimental study that brought 3D constraint-based parametric solid modeling technology into the high school mathematics classroom.  This study used two intact groups; a control group and an experimental group, to measure the extent to which using a parametric solid modeler during instruction affects student learning relating to the mathematical principles of areas and volumes of solids.  The control group was taught using traditional instructional methods while the experimental group was taught using a combination of traditional methods and experimental methods utilizing a parametric solid modeler.  Both the experimental and control groups were tested using written exams to measure the extent to which the experimental treatment a? ected student learning.  While the experimental group performed better on a posttest, there was no statistically significant di? erence between the performance of the two groups.

Downloads

Issue

Vol. 72 No. 2 (2008): Spring

Section

Feature Articles

License

By submitting a manuscript, the authors agree that the copyright for their article is transferred to the publisher if and when their article is accepted for publication. The author retains rights to the fair use of the paper, such as in teaching and other nonprofit uses. Membership in EDGD-ASEE does not influence acceptance of papers.

Material submitted should not have been published elsewhere and not be under consideration by another publication.