STEAM Practices to Explore Ancient Architectures Using Augmented Reality and 3D Printing with GeoGebra

Abstract

In this study, we develop mathematical educational practices for students to explore ancient buildings using GeoGebra, Augmented Reality and 3D printing. It is an interdisciplinary approach, intertwining history, culture, mathematics, and engineering. For example, the 3D modelling of Cheomseongdae in Korea and the Temple of Dendera in Egypt can enable students to practice a multimodal set of traditional and innovative learning approaches. Students might use their mathematical knowledge to reflect on architectural and cultural history in a modeling task.

Exploring the use of 3D printing in mathematics education: A scoping review

“…Song (2019) focused on a set of design skill sets (e.g., artistic/design sense, problem-solving skills, accuracy in engineering, communicating ideas using effective visual presentation methods, collaborative learning) that teachers should emphasize in arts and design curriculum. Other studies also aligned with this that 3D printing could successfully add the "A" into STEM education through architecture and culture projects (El Bedewy et al, 2021a) and race car design (Chien & Chu, 2018). As such, the maker and design-based learning environments could effectively promote students' STEAM-related learning outcomes.…”

“…Through designing 3D models, prototypes and drawing, students could scaffold their geometric understandings and use 3D printing to express ideas, create solutions, and solve authentic problems (e.g., Ng & Chan, 2021;Chiriacescu et al, 2021;Dickson et al, 2021). In addition, seven other studies developed students' other mathematical concepts including multivariable calculus (Medina Herrera et al, 2019;Paul, 2018), matrix and vector (Walentyn ́ski et al, 2021), polynomial (El Bedewy et al, 2021a), and engineering-related topics (e.g., principles behind 3D printing) (Anastasiou et al, 2013;Lin et al, 2018;Perez et al, 2016). These four studies were conducted at the higher education level.…”

“…For example, students could search for useful ready-made 3D models through online libraries (e.g., Stetchfab, TurboSquid) so that they did not need to draw their models from zero (e.g., Anand & Dogan, 2021). Students could also visualize the 3D models through GeoGebra and augmented reality to further adjust their models before printing their final products (El Bedewy et al, 2021a). All these could provide additional support for students to build their products.…”

“…On top of technical and functional difficulties, other studies mentioned that students could not express themselves through a new medium using 3D printing. For example, when students were asked to design 3D printing STEM-related products such as wind turbines (Chiriacescu et al, 2021), earthquake-resistant vibration isolators (Lin et al, 2021), racing cars (Chien & Chu, 2018), buildings (El Bedewy et al, 2021a), and keychains (Ng, 2017), which involved much multidisciplinary knowledge such as physics, visual arts, and architecture, they found it difficult to manage different subject knowledge to implement their design through 3D modeling and drawing techniques. In this way, we can see that students were no longer merely apply mathematical concepts (e.g., formulas, 3D spatial sense); instead, they need to incorporate physics concepts, arts sense, calculation to find how much materials students need to purchase, as well as computer graphics and design abilities materials used.…”