Next Article in Journal
Asymptotic Analysis for Systems with Deferred Abandonment
Next Article in Special Issue
Multiple-Solution Tasks in Pre-Service Teachers Course on Combinatorics
Previous Article in Journal
Mathematical Study for Chikungunya Virus with Nonlinear General Incidence Rate
Previous Article in Special Issue
Characterizing Mathematics Learning in Colombian Higher Distance Education
Article

Using Tangram as a Manipulative Tool for Transition between 2D and 3D Perception in Geometry

1
Faculty of Natural Sciences, Constantine the Philosopher University in Nitra, 949 74 Nitra, Slovakia
2
Faculty of Central European Studies, Constantine the Philosopher University in Nitra, 949 74 Nitra, Slovakia
*
Author to whom correspondence should be addressed.
Academic Editors: Jarmila Novotná and Alena Hošpesová
Mathematics 2021, 9(18), 2185; https://doi.org/10.3390/math9182185
Received: 5 August 2021 / Revised: 1 September 2021 / Accepted: 3 September 2021 / Published: 7 September 2021
Creating a mental image of our spatial environment is a key process for further abstract geometric thinking. Building a mental representation can be understood as a part of the process of visualisation. From the wide concept of visualisation, in this article, we will focus on the part where the mental representation of spatial relations, mental objects and mental constructions are created, and their manifestations as a 3D physical object and its plane representations arise. Our main goal is to follow the transition between 2D and 3D representations of physical objects and also to observe how and when such a transition happens in students’ thinking. For that purpose, we also use Tangram, because manipulation with the Tangram pieces in space and filling out planar figures by them indicates the transition between 3D and 2D. Our research, using an action research methodology, was conducted on the students of three 5th grade primary school classes as a part of a larger long-term project. We pointed out a relationship between spatial abilities and the perception of 2D–3D relationships in students’ mind. View Full-Text
Keywords: spatial ability; visualisation; 2D–3D relationship; Tangram spatial ability; visualisation; 2D–3D relationship; Tangram
Show Figures

Figure 1

MDPI and ACS Style

Kmetová, M.; Nagyová Lehocká, Z. Using Tangram as a Manipulative Tool for Transition between 2D and 3D Perception in Geometry. Mathematics 2021, 9, 2185. https://doi.org/10.3390/math9182185

AMA Style

Kmetová M, Nagyová Lehocká Z. Using Tangram as a Manipulative Tool for Transition between 2D and 3D Perception in Geometry. Mathematics. 2021; 9(18):2185. https://doi.org/10.3390/math9182185

Chicago/Turabian Style

Kmetová, Mária, and Zuzana Nagyová Lehocká. 2021. "Using Tangram as a Manipulative Tool for Transition between 2D and 3D Perception in Geometry" Mathematics 9, no. 18: 2185. https://doi.org/10.3390/math9182185

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop