EJMT Abstract

This study explores the integration of 3D modeling and printing in teacher education as a means to foster mathematical modeling and spatial visualization skills. The objective was to investigate how graduate students engage in iterative modeling cycles using the online CAD tool Tinkercad and 3D printers within a project-based learning environment. A total of 13 master’s students participated in a five-week course in which they individually designed 3D models representing typical dishes from their regions, combining mathematical reasoning with technological proficiency. Data collection involved student dossiers, screenshots, physical models, and reflective journals, analyzed qualitatively to trace modeling phases and strategies. Results highlight the effectiveness of iterative modeling in developing spatial and mathematical skills, with students performing an average of 2.4 modeling cycles. Two detailed case studies illustrate different modeling pathways: one based on a physical object with direct measurement, and another based on a visual reference requiring abstraction. The findings underscore the pedagogical value of combining structured and open-ended design tasks to promote both precision and creativity. Visualization, digital tools, and embodied modeling actions emerged as key elements supporting engagement and conceptual understanding. The study concludes that exposing future educators to both fixed-referent and open-ended modeling experiences enriches their understanding of mathematical modeling and better prepares them for diverse teaching contexts.