| Abstract: | The recent and popular “Maker” movement worldwide has revived conversations about creativity, hands-on “Making,” arts and design, humans with tools and digital experiences beyond the flat-screen. However, such conversation mainly revolved outside the realm of formal education. This article presents two learning tasks, one in upper primary (age 10–11) and one in lower secondary (age 12–13), which integrate “Making” and 3D computer-aided design (CAD), thereby facilitating Science, Technology, Engineering, and Mathematics (STEM) learning in mathematics classrooms. By adopting a design-based research methodology, we examine students' mathematics learning with respect to dissecting and forming 2D shapes and volume of composite solids with the use of 3D CAD and the kinds of integrated STEM learning practices they demonstrated in the activities. Qualitative data were collected in the form of videos of the students' communication and screenshots of their initial and final designs as they engaged with the 3D CAD environment, as well as students' written reflections and teachers' lesson analysis. Results showed that the students used 3D CAD to develop spatial skills and to achieve mathematics learning far beyond using formulae and performing procedures. The learning activities also enabled an integrated STEM learning experience in productive and unobtrusive ways. |
