Although 3D printing (3DP) technology has become an increasingly popular educational tool in recent years, very little is known about the learning benefits of this technology. This systematic literature review synthesized empirical research on learning with 3DP in various educational settings, focusing on publication and study participants' characteristics, curriculum areas, research methodologies, instructional approaches, educational outcomes and benefits. A comprehensive survey of published and unpublished studies identified 78 empirical studies that met the inclusion criteria. In addition to positive effects on learning, 3DP facilitated innovative curriculum development and created opportunities for cross‐disciplinary research. The findings revealed five major trends in 3DP learning: (1) prepare a new generation of engineers, (2) democratize additive manufacturing technology and production, (3) support learning using low‐cost 3D printed learning aids, (4) produce assistive technologies, and (5) promote creativity and innovation. The review identifies critical gaps in the literature and offers suggestions for future research.

Coding in the elementary classroom is a relatively new movement in K-12 education that intends to engage young people in computer science and technology-related study. Coding initiatives focus on introducing young learners to coding and developing their computational thinking abilities. Coding helps enhance problem solving, mathematics skills, and higher-order thinking. Nevertheless, educators face many challenges with teaching coding at the elementary school level, because of the newness of computer science concepts and programming languages, gaps in student mathematics knowledge, use of technology, a relatively short attention span of young students and not fully developed reasoning, logic, and inferential skills among many others. This report describes how math interventions helped elementary school students in rural Amish Country become more successful with their coding activities.

After three years' experience with an individual study plan for certain able mathematics students at Urbana High School, we want to share some of our observations and conclusions with other high-school mathematics teachers who might find these methods useful in their own classes.

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