Math teachers are always looking for ways to get students interested and motivated. Getting students interested in mathematics can be beneficial not only because it makes teaching more enjoyable, but also because interest can be a predictor of achievement (Heinze, Reiss, & Augsburg, 2005). One way to garner student interest is to include 3D printing in your classroom. The United Kingdom ran a printer project where twenty-one schools received 3D printers. They reported use of 3D printers led to high levels of motivation and they had a positive impact on student engagement and learning (DfE, 2013). 3D printing has a cool factor (Krassenstein, 2014). I have seen this in my classroom. Without fail when I bring in some 3D printed objects for the first time to use in an activity students say something along the lines of “that is so cool.”
Beyond the cool factor, there are many reasons why 3D printing is beneficial for a mathematics classroom. These include: provides tactile learning, promotes understanding of abstract concepts, promotes curiosity and creativity, promotes problem solving, and leads to deeper understanding of concepts.
Some students are tactile learners; they learn by touching and doing. Using 3D models can help these students understand concepts better (Krassenstein, 2014; Karou, 2015).
Using 3D printed models can help students understand abstract concepts that may be difficult for them to understand through just paper and pen. For example, the MIND research institute makes a parabola manipulative that allows students to understand how the ‘b’ co-efficient in the quadratic equation (y=ax2 + bx +c) affects the shape of the parabola (Karou, 2015).
Having students create their own 3D models helps tap into their creativity and curiosity. Students take their vision and turn it into a reality (Lipson & Kurman, 2010). An example of inspiring curiosity in students is given by the MIND research group. They use a “hyperboloid tool: a straight line that, when rotated, seamlessly glides through a curved hole. You can see these at science museums, but thanks to 3D printers, you can have a palm-sized one in your classroom. When kids see this, they invariably want to know how it works, and this leads to excited discussion about the mathematics at play” (Karou, 2015).
3D design also promotes problem solving (Bell, et al., 2010). In fact, curiosity can be thought of as the foundation of problem solving (Lipson & Kurman, 2010). Students can solve an open-ended problem by testing things out and making adjustments as necessary. See the mathematical rollercoaster activity in Chapter 5 for an example of this.
3D design can also lead to deeper understanding. It is a good supplement to use with textbooks because in books students are given the abstract concepts. They can then apply these concepts to 3D design to lead to a deeper understanding (Lipson & Kurman, 2010). An example is given by Thornburg (2015). He describes a student who wanted to design a key operated lock. He had to first learn the abstract physics concepts behind making one, such as learning how gears and levers worked, and then he was able to apply this knowledge to his design.
On a student survey given in some of my classes that used 3D printing I asked students how they felt about it. They brought up many of the benefits listed above. One student said it “added a tactile aspect to help learning. I’m a more visual learner.” Another student said it “was interesting and exposed us to a more in depth application.” A third student said that using 3D printing “added to my creative side.”
You may also be interested in finding out how to get a 3D printer in your school. MakerBot has collected a list of grants that you can apply for to get a 3D printer for your school. You can also set up your own request on a crowdfunding website. This teacher had success.
References
Bell, et al. (2010). Educational implications of the digital fabrication revolution, TechTrends, 54 (5), 2-5.
Department for Education (DfE). (2013). 3D printers in schools: uses in the curriculum: enriching the teaching of STEM and design subjects. Corp Creater. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/251439/3D_printers_in_schools.pdf.
Heinze, A., Reiss, K. & Augsburg, F.R. (2005). Mathematics achievement and interest in mathematics from a differential perspective, ZDM 37(3), 212-220.
Karou, K. (2015). Back to the future: 3D printing and the future of math education. The Huffington Post. Retrieved from http://www.huffingtonpost.com/ki-karou-/back-to-the-future-3d-pri_b_8302384.html.
Krassenstein, E. (2014). Why 3D printing needs to take off in schools around the world. Retrieved from https://3dprint.com/27743/3d-printing-benefits-schools/.
Lipson, H., & Kurman, M. (2010). Factory@Home: the emerging economy of personal fabrication. Whitehouse Office of Science and Technology Policy.
Thornburg, D. (2015). The 3D printing evolution in education. eSchool News. Retrieved from http://eschoolmedia.com/wp-content/uploads/2017/01/Stratasys0622.pdf.
