{"id":1041,"date":"2026-09-22T15:31:13","date_gmt":"2026-09-22T13:31:13","guid":{"rendered":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/2026\/09\/22\/from-a-mathematical-problem-to-a-3d-model-stem-as-a-path-to-deeper-understanding-of-stereometry-in-prospective-mathematics-teachers\/"},"modified":"2026-10-01T22:13:48","modified_gmt":"2026-10-01T20:13:48","slug":"from-a-mathematical-problem-to-a-3d-model-stem-as-a-path-to-deeper-understanding-of-stereometry-in-prospective-mathematics-teachers","status":"publish","type":"post","link":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/2026\/09\/22\/from-a-mathematical-problem-to-a-3d-model-stem-as-a-path-to-deeper-understanding-of-stereometry-in-prospective-mathematics-teachers\/","title":{"rendered":"From a Mathematical Problem to a 3D Model: STEM as a Path to Deeper Understanding of Stereometry in Prospective Mathematics Teachers"},"content":{"rendered":"<p><em>David Nocar<\/em><br \/><small>Univerzita Palack\u00e9ho v Olomouci, Pedagogick\u00e1 fakulta, Katedra matematiky, Olomouc<\/small><\/p>\n<p>Od matematick\u00e9ho probl\u00e9mu k 3D modelu je p\u0159\u00edklad vzd\u011bl\u00e1vac\u00edho p\u0159\u00edstupu, kde STEM p\u0159edstavuje cestu k hlub\u0161\u00edmu porozum\u011bn\u00ed vybran\u00fdch parti\u00ed stereometrie u budouc\u00edch u\u010ditel\u016f matematiky. Vybranou parti\u00ed matematiky zde p\u0159edstavuj\u00ed Archim\u00e9dovsk\u00e1 t\u011blesa. Student se seznamuje pro n\u011bj s nov\u00fdm matematick\u00fdm probl\u00e9mem badatelsk\u00fdm p\u0159\u00edstupem (kladen\u00edm ot\u00e1zek a hled\u00e1n\u00edm odpov\u011bd\u00ed), odvozen\u00ed a ov\u011b\u0159ov\u00e1n\u00ed prov\u00e1d\u00ed s vyu\u017eit\u00edm matematick\u00e9ho SW (GeoGebra\/Mathematica), vyu\u017e\u00edv\u00e1 virtu\u00e1ln\u00ed 3D modelov\u00e1n\u00ed (GeoGebra\/Tinkercad), virtu\u00e1ln\u00ed 3D modely zhmotn\u00ed pomoci 3D tisku, prov\u00e1d\u00ed manipulaci s re\u00e1ln\u00fdmi objekty, formuluje a ov\u011b\u0159uje matematick\u00e9 vlastnosti dan\u00fdch t\u011bles, prov\u00e1d\u00ed didaktickou reflexi (jak tento princip a tyto aktivity vyu\u017e\u00edt v sekund\u00e1rn\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed jako u\u010ditel).<\/p>\n<p>From a Mathematical Problem to a 3D Model presents an example of an educational approach in which STEM provides a pathway towards deeper understanding of selected topics in stereometry among prospective mathematics teachers. The selected mathematical topic is represented by Archimedean solids.<br \/>\nStudents are introduced to a new mathematical problem through an inquiry-based approach, asking questions and searching for answers. They derive and verify mathematical relationships using mathematical software (GeoGebra\/Mathematica), employ virtual 3D modelling (GeoGebra\/Tinkercad), and transform virtual 3D models into tangible objects through 3D printing. They then manipulate the physical objects, formulate and verify their mathematical properties, and engage in didactic reflection on how this approach and these activities could be applied in secondary education in their future teaching practice.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>David NocarUniverzita Palack\u00e9ho v Olomouci, Pedagogick\u00e1 fakulta, Katedra matematiky, Olomouc Od matematick\u00e9ho probl\u00e9mu k 3D modelu je p\u0159\u00edklad vzd\u011bl\u00e1vac\u00edho p\u0159\u00edstupu, kde STEM p\u0159edstavuje cestu k hlub\u0161\u00edmu porozum\u011bn\u00ed vybran\u00fdch parti\u00ed stereometrie u budouc\u00edch u\u010ditel\u016f matematiky. Vybranou parti\u00ed matematiky zde p\u0159edstavuj\u00ed Archim\u00e9dovsk\u00e1 t\u011blesa. Student se seznamuje pro n\u011bj s nov\u00fdm matematick\u00fdm probl\u00e9mem badatelsk\u00fdm p\u0159\u00edstupem (kladen\u00edm ot\u00e1zek a [&hellip;]<\/p>\n","protected":false},"author":56,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[27],"tags":[],"class_list":["post-1041","post","type-post","status-publish","format-standard","hentry","category-poster"],"_links":{"self":[{"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/posts\/1041","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/users\/56"}],"replies":[{"embeddable":true,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/comments?post=1041"}],"version-history":[{"count":1,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/posts\/1041\/revisions"}],"predecessor-version":[{"id":1103,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/posts\/1041\/revisions\/1103"}],"wp:attachment":[{"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/media?parent=1041"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/categories?post=1041"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2026\/index.php\/wp-json\/wp\/v2\/tags?post=1041"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}