
06560909
j
2016c.00966
Tillman, Daniel A.
Zhang, Meilan
An, Song A.
Boren, Rachel
PaezPaez, Carlos
Employing rapid prototyping design technologies to support contextualized mathematics education.
J. Comput. Math. Sci. Teach. 34, No. 4, 455483 (2015).
2015
Association for the Advancement of Computing in Education (AACE), Waynesville, NC
EN
M82
U72
F92
teaching
reallife mathematics
educational media
research
innovation
rapid prototyping technologies
mathematical applications
music
interdisciplinary approach
learning
contextualized learning of mathematics
realistic mathematics education
embodied cognition theory
authentic learning theory
FUIRE model
SAMR model
primary education
lower secondary
student attitudes
preservice teacher education
experience reports
http://www.editlib.org/p/129901/
Summary: This article presents a research study on the utilization of rapid prototyping design technologies to support integration of contextualized mathematics education into music themed activities at an interdisciplinary summer camp. The ``World Music \& Math Camp" focused on music related activities that employed rapid prototyping design technologies  including 3Dprinters and other digital fabrication technologies to support students in designing musical instruments, as well as chroma key compositing to support students in producing math themed musicvideos  as a context for teaching upper elementary students math. Participants in this free program included elementary teachers and students, together learning how musicthemed activities employing rapid prototyping design technologies can help students understand the realworld problem solving powers of math. Results from the quantitative assessment of the intervention's impacts showed small effect sizes upon the student participants for each of the four mathematics attitude constructs measured  confidence (Cohen's $d=0.21$), usefulness (Cohen's $d=0.20$), success (Cohen's $d=0.31$), and motivation (Cohen's $d=0.21$). Results from the qualitative data analysis were utilized to interpret the quantitative findings. The article concludes with implications for future research efforts on contextualized mathematics pedagogy employing rapid prototyping design technologies to support interdisciplinary learning environments.