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Math and Computational Thinking Through 3D Making (2022)

Description

TERC’s Open-Access MPACT (Math and Computational Thinking Through 3D Making) Curriculum

“MPACT [Math and Computational Thinking Through 3D Making] prepares kids for the future in every way because they’re working with each other, learning how to work as a team, talking through their reasoning,”
—Krysta Bradley, a co-design teacher on MPACT, about the curriculum she helped create.

Developed at TERC through an Education Innovation and Research program grant from the U.S. Department of Education, MPACT offers a hands-on, engaging, and fun way for students to learn math, computational thinking, and spatial reasoning concepts, coupled with maker skills. TERC team members recognized the potential for learning mathematics in students’ drawing, modeling, and making real 3D objects—particularly 3D geometry and measurement. They saw that computational thinking and spatial reasoning have many overlaps with mathematics, with opportunities for learning through 3D making, including 3D modeling, 3D printing, and traditional craft materials such as felt.

There are replacement/supplementary materials for grades 4–7. Each grade level includes three modules, with mini-maker experiences in Modules 1 and 2 to prepare students for a unique culminating project in Module 3. A second version of some modules require no digital technology and only common household materials, such as cardboard. In addition to the conceptual understand of content students can gain, MPACT presents opportunity for developing empathy as well as aspects of executive function, such as perseverance. 

MPACT’s resulting 16. design-and-making units modules  were independently evaluated by SRI International. An assessment of content knowledge demonstrated statistically significant gains for students (Gagnon et al., 2023)

MPACT dissemination website: https://www.terc.edu/mpact3d/

Hands On, Fall 2023, Making an Impact: https://blog.terc.edu/making-an-impact?hs_amp=true

Award: U411C180070

Discussion

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Ken Rafanan

November 14, 2023 12:16 pm

Welcome, everyone! I am Ken Rafanan, one of the developers of the MPACT materials and professional development. We were so fortunate to work with fantastic co-design teachers (you hear from one, Katherine Habib, in our video) and a wonderful group of classroom teachers in four different states. Our materials are available on our webside (above) and I am happy to answer any questions and provide support if you are interested in using MPACT.

Karen Mutch-Jones

November 14, 2023 5:12 pm

Thank you for sharing your MPACT project, and I’m delighted to learn that you have materials available on your website. Your introduction and Katherine’s story, about one of her reluctant math learners, helped us appreciate how struggles can be addressed through innovative approaches, such as your 3-D Making projects. For Brian, it really brought him “back” to math–and it allowed him to leverage some of his other strengths! I appreciate that some modules can be done with household materials–a good way to get started.Your video encourages me (and I’m sure others) to find creative pathways of engagement to strengthen students’ confidence and increase accessibility in math.

Jennifer Knudsen

November 15, 2023 8:08 am

Reply to  Karen Mutch-Jones

Thanks for your comments ! We are proud that we have the “low tech” modules. As well as those that take advantage of the affordances of tech such as 3D printers. In our next study, we plan to take an in-depth look at classroom activity to explore how students like Brian and others are learning math and developing positive math identity through their engagement in making.
I’m also glad we are able to offer these materials with an open license to use and remix.

Karen Mutch-Jones

November 17, 2023 2:39 pm

Yes, providing open-access materials is fabulous! I’m glad you are able to do that. I’ve been thinking a lot about math identity lately – in our Doing the Math with Paraeducators project, we are trying to understand what “makes up” ones math identity and to utilize measures that help us to capture development in a more complex ways. I look forward to learning more about your work, in this area, in the future!

Ken Rafanan

November 19, 2023 6:20 pm

Reply to  Karen Mutch-Jones

Hi, Karen. I would love to hear more on your thoughts on math identity, especially for adults who are educators and paraeducators.

Nuria Jaumot-Pascual

November 21, 2023 10:29 am

Reply to  Ken Rafanan

I would love to hear more about the math identity piece (what makes it up and what kinds of measures you use). It’s one of those things that we all want to understand but has a way of escaping us.

Karen Mutch-Jones

November 21, 2023 11:02 am

Reply to  Ken Rafanan

I am certainly not an expert on math identity (Sophia Raymond in ERC is studying this and would be a great resource). In our Doing their Math project, we are looking at paraeducators’ sense of math teaching efficacy as well as outcomes expectancy (ability to positively influence how students engage in and learn math). Also, we ask them draw their math journey…the “pre” drawing is about their experiences/feelings/beliefs about math in and outside of school prior to taking part in the project. They add to this journey drawing after they complete their year of the project. They make a recording about their journey, to ensure that we are seeing and interpreting their drawing in the way they intended. Interviews and classroom observations, through which we document project-classroom experiences, allows for triangulation. I am finding it fascinating and look forward to sharing more once we finish our analysis.