The effect of the use of computer-aided design (CAD) and a 3D printer on the child’s competence in mathematics

Abstract

Computer-Aided Design (CAD) and 3D printing are not new technologies but are technologies which, in recent years, have become more accessible to hobbyists and enthusiasts. Engaging with these technologies allows the user to investigate and manipulate virtual and physical 3D shapes, which may affect spatial awareness. The literature suggests that spatial awareness can affect how children perceive and approach Mathematics, an effect which we sought to investigate in this research. This article discusses a case study in which primary school children were given access to CAD software, Tinkercad, and were allowed to make their designs. These designs were printed out using a 3D printer for the children to investigate, manipulate and keep. This article discusses changes in children’s attitudes, confidence and competence in Mathematics that occurred for the case study and how these may have been affected by the use of CAD software and 3D printing in the classroom.

Keywords:

• Mathematics
• spatial awareness
• computer-aided design
• 3D printing
• problem solving
• STEM

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

James O'Reilly

James O'Reilly Academic Qualifications: BEd (MIC), MEd in ICT in Primary Education (MIC) Contact Details: [email protected] A primary school teacher James O'Reilly has been teaching for 10 years in a variety of positions across primary education. James completed a Bachelor of Education in Mary Immaculate College, Limerick, Ireland and has since completed a Masters in ICT in Primary Education. James is currently undertaking a PhD in Education in which he is investigating the use of Augmented Reality in the primary classroom. James has a strong interest in using ICT in the classroom in new and innovative ways, with particular interest in how ICT can be integrated into the Mathematics curriculum and STEM education. Name Brendan Barry Academic Qualifications: BA Mod (TCD), Grad Dip in Ed (MIC), MSc in Computer Applications in Education (DCU) Position: Lecturer in ICT in Education/Digital Learning at Mary Immaculate College, Limerick.

Brendan Barry

Brendan Barry has maintained a deep interest in the creative use of technology in Education for more than three decades. Prior to taking up his current position as Lecturer in Education at Mary Immaculate College in Limerick, Brendan gained considerable experience of using and creating digital tools and resources at both Primary and Secondary level. He has lectured in the area of ICT in Education on a wide variety of college courses at both graduate and postgraduate level since 1998. He is also the co-ordinator of the Graduate Diploma / M.Ed. in ICT in Education at Mary Immaculate College. Brendan has a particular interest in Multimedia Authoring, and has created many interactive electronic games and digital resources for Primary Schools, such as ‘Ireland 100 Years Ago’ and ‘Interactive Geography Games’. He has created interactive electronic resources for the ESB (Electric Ireland), including ‘Smart Sparks’ and ‘The Energy Challenge’, which were designed to help children learn about electrical safety and energy conservation. He has also created numerous websites for schools, for college-related activities and for many multinational European projects. His current main area of interest is the harnessing of the affordances of cloud computing in primary schools, particularly through the use of free online tool.