INTERCONNECTION OF MATERIALS SCIENCE, 3D PRINTING AND MATHEMATICS IN INTERDISCIPLINARY EDUCATION

The substantial advantage of 3D printing is the ability to fabricate complex shapes objects from liquid molecules or powder grains which joins or solidifies using computer design files (CAD) to produce a three-dimensional object with material being added together layer by layer. This process is considered as an industrial technology. The most-commonly used 3D printing procedure is a material extrusion technique called fused deposition modelling. The producers of 3D printers have already developed prototypes for education purposes. The importance of the incorporation this printing method in schools is the fact. The learning experience for digital media is becoming a priority in school education. The practical application of this technique can be incorporated into a wide variety of school subjects to simplify the sophisticated theoretical concepts. 3D printing is the example of cooperation within material science and mathematics but this platform is very often not supported by the high school curriculum, but latest trends propose different approaches and make education close to the science achievements and contemporary life. Building lessons plans and project could help students to learn more contemporary achievement in this field. It is new trend to support enthusiastic teachers who want to implement this method of additive manufacturing in education. This paper provides an overview of 3D printing methods and highlights the possibility of their implementation in educational techniques

Ideas for using GeoGebra and Origami in Teaching Regular Polyhedrons Lessons

The approach of combining GeoGebra and origami is well accepted among students in the school "Petro Kuzmjak" where it is used to teach geometry lessons. This article elaborates on how to introduce students (upper elementary and high school students, age 14-18) to Platonic solids and their properties through combination of GeoGebra and origami activities. Some of the important mathematical concepts related to these well-known geometrical solids can be explained to students applying hands-on activities along with educational software.peerReviewe

Two Solutions to an Unsolvable Problem: Connecting Origami and GeoGebra in a Serbian High School

Our “Visuality & Mathematics — Experiential Education of Mathematics Through the Use of Visual Art, Science, and Playful Activities” Tempus Project started in 2012 with the cooperation of eight European universities and scientific institutions, in order to develop Serbian mathematics education with technological equipment and interactive, experience-centered, and art-related content. The general objectives of this two-year-long project are justified by the findings of the PISA 2012 survey as well, which show that 15-year old Serbian students' mathematics performance is significantly below the OECD average. For the improvement of the Serbian students' mathematical literacy and abilities, what we believe is important is research on new approaches in mathematics education and the increase of experience-centered presentations of cultural, interdisciplinary, and artistic embeddedness of mathematical knowledge, such as the creative applications of mathematics by hands-on models, in digital environments and in real-life problems, in the math class. We are not only working on the development of genuinely new content and methods in mathematics education, but are also collecting all of those estimable practices in experience-centered mathematics education in Serbia, which can be disseminated in the wide circles of Serbian mathematics teachers and can be introduced into the education of teachers as well. In this paper, we highlight efficient practice methods, which are already being applied in a Serbian high school and which connect mathematics education with origami and the open-access GeoGebra dynamic geometry software.peerReviewe

Developing Primary School Students’ Formal Geometric Definitions Knowledge by Connecting Origami and Technology

In this paper, we present opportunities with the uses of origami and technology, in our case GeoGebra, in teaching formal geometric definitions for fifth-grade primary school students (11-12yrs). Applying origami in mathematical lessons is becoming to be recognized as a valuable tool for improving students’ mathematical knowledge. In previous studies, we developed origami and technology activities for high-school mathematics, but we wanted to explore if such approach would work in primary school as well. For this reason, we chose a flat origami model оf the crane and we used this model to introduce students to basic geometrical notions and definitions, such as points, lines, intersections of lines and angles. To complement mathematical ideas from paper folding we also employed mathematical software GeoGebra, to further ideas and extend students’ mathematical toolkits. However, to be able to use software, students would already need basic conceptions of geometric definitions and then the use of the software clearly add to solidifying their knowledge. We believe that the combination hands-on activities and technology could contribute to discovery learning and enhancing students’ understanding of geometric definitions and operations.peerReviewe

Mathematical and Coding Lessons Based on Creative Origami Activities

This paper considers how creativity and creative activities can be encouraged in regular mathematical classes by combining different teaching approaches and academic disciplines. We combined origami and paper folding with fractals and their mathematical properties as well as with coding in Scratch in order to facilitate learning mathematics and computer science. We conducted a case study experiment in a Serbian school with 15 high school students and applied different strategies for learning profound mathematical and coding concepts such as fractals dimension and recursion. The goal of the study was to employ creative activities and examine students’ activities during this process in regular classrooms and during extracurricular activities. We used Scratch as a programming language, since it is simple enough for students and it focuses on the concept rather than on the content. Real-life situation of folding Dragon curve was used to highlight points that could cause difficulties in the coding process. Classroom observations and interviews revealed that different approaches guided students through their learning processes and gradually made the introduced concepts meaningful and applicable. With the introduction of this approach, students acquired understanding of the concept of coding recursion trough paper folding and applied it in the higher-level programming. In addition, our teaching approach made students enthusiastic, motivated and engaged with the learning of usually difficult subjects

Mathematical and Coding Lessons Based on Creative Origami Activities

This paper considers how creativity and creative activities can be encouraged in regular mathematical classes by combining different teaching approaches and academic disciplines. We combined origami and paper folding with fractals and their mathematical properties as well as with coding in Scratch in order to facilitate learning mathematics and computer science. We conducted a case study experiment in a Serbian school with 15 high school students and applied different strategies for learning profound mathematical and coding concepts such as fractals dimension and recursion. The goal of the study was to employ creative activities and examine students’ activities during this process in regular classrooms and during extracurricular activities. We used Scratch as a programming language, since it is simple enough for students and it focuses on the concept rather than on the content. Real-life situation of folding Dragon curve was used to highlight points that could cause difficulties in the coding process. Classroom observations and interviews revealed that different approaches guided students through their learning processes and gradually made the introduced concepts meaningful and applicable. With the introduction of this approach, students acquired understanding of the concept of coding recursion trough paper folding and applied it in the higher-level programming. In addition, our teaching approach made students enthusiastic, motivated and engaged with the learning of usually difficult subjects.peerReviewe