New technological advancements that are available in price and usability for K-12 classrooms result in new content areas to be explored and advancement of previous content area struggles.Visualizations of two-dimensional (2D) representations of threedimensional (3D) figures and the actual 3D figure is a struggle not only limited to mathematics teaching and learning.However, if this struggle can be rectified and potentially improved through mathematics teaching and learning, the broader impacts of this extends beyond classroom mathematics.New 3D modeling software and 3D printers allow users to easily create and share models or download 3D models from online resources and print them to manipulate in their hand.There is plenty of literature now on classroom use of 3D modeling and printing.This article serves to build onto Ball and Stacey's (2005) suggestions for judicious use of calculators and computer software to address the judicious use of 3D modeling and printing technology for teaching mathematics for student learning.We discuss the following teaching strategies: promote careful decision making about 3D modeling and/or printing use, integrate 3D modeling and or printing into the curriculum, tactically restrict use of 3D modeling and or printing, and promote habits of spatial visualization.
Wan et al. (Mon,) studied this question.