![]() ![]() Oxford University Press (2001).Ĭahyono, A.N., Ludwig, M.: Teaching and learning mathematics around the city supported by the use of digital technology. Sangwin, C.: Mathematics Galore!: Masterclasses, Workshops and Team Projects in Mathematics and its Applications. Proceedings of the ROSETA Online Conference in June 2020, pp. In: Research on Outdoor STEM Education in the digital Age. The created mazes from this workshop are solvable, shareable and experienceable using mobile devices.Īncochea, B., Cárdenas, M.I.: Exploring Real World Environments using Potential of GeoGebra AR. Participants aged five to the age of retirement experienced the geometrical attributes of mazes to develop an understanding of mathematical concepts such as mirroring, rotation, translation and algorithm basics. It was used in courses for pre-service mathematics teachers aiming to teach them about 3D modelling and 3D printing. The workshop was tested both online and offline at ArsElectronica at Kepler's grounds and in further workshops. These technologies require skills in science, technology, engineering, art and mathematics (STEAM) which can be trained by this activity. In recent experiments, we have observed positive stimulation and high participants’ engagement in solving mazes and labyrinths in an interdisciplinary workshop that teaches 3D modelling, augmented reality and 3D printing skills. Both have been part of human culture for thousands of years. Labyrinths and mazes, formations with either unicursal or multicursal pathways, are based on mathematical concepts as well as design features. ![]()
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