Fostering Persistence: 3D Printing and the Unforeseen Impact on Equity

Teaching persistence and problem solving must begin with selecting a problem that can be solved mathematically, that allows for multiple methods of solving, and that generally captures the attention and curiosity of the student (Marcus and Fey 2003; NCTM 1991; Van de Walle 2003). This article shows...

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Bibliographic Details
Published inThe Mathematics teacher Vol. 111; no. 3; pp. 182 - 188
Main Authors FitzPatrick, Daniel L, Dominguez, Victoria S
Format Journal Article
LanguageEnglish
Published National Council of Teachers of Mathematics 01.11.2017
Subjects
Mathematics Instruction
Preservice Teacher Education
Preservice Teachers
Printing
Problem Solving
Program Implementation
STEM Education
Student Attitudes
Teacher Attitudes
Teacher Collaboration
Teacher Developed Materials
Texas (Austin)
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Summary:Teaching persistence and problem solving must begin with selecting a problem that can be solved mathematically, that allows for multiple methods of solving, and that generally captures the attention and curiosity of the student (Marcus and Fey 2003; NCTM 1991; Van de Walle 2003). This article shows how a STEM three-dimensional (3D) printing challenge invited a traditionally underrepresented student to persist and problem solve across disciplines.
ISSN:0025-5769
DOI:10.5951/mathteacher.111.3.0182