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Four-lesson origami instruction unit on shape and space for preservice teachers

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

Origami instruction is "a lesson delivery where the teacher leads students to discover or deduce geometric properties, theorem, etc. from a resultant origami figure in the process of folding". In this study the experimental group received four two-hour lessons using six origami models (box, airplane, dart, swan, whale, butterfly), covering plane shapes, triangles, nets of solids, and lesson design, with peer teaching sessions in the final lesson. The control group received conventional poster-sketch and chalkboard instruction with realia but no construction of shapes.

Design Implications

Context

Requirements

  • A teacher leads folding and unfolding phases with discussion of the shapes formed and their properties
  • Time reserved in each lesson for students to summarize geometric vocabulary, concepts and properties

Constraints

  • The unit was restricted to four lesson slots within a 16-week semester scheme of work

Target Learners

  • first-year preservice teachers at colleges of education

Learning Goals

  • spatial visualization and orientation
  • geometric knowledge for teaching shape and space

Claims

Examples

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Key Sources

  • Peter Akayuure, S. K. Asiedu-Addo, Victor Alebna. (2016). Investigating the Effect of Origami Instruction on Preservice Teachers’ Spatial Ability and Geometric Knowledge for Teaching. International Journal of Education in Mathematics, Science and Technology. https://doi.org/10.18404/ijemst.78424
Page metadata
Field Value
type design
id origami-instruction-unit-shape-and-space
title Four-lesson origami instruction unit on shape and space for preservice teachers
description Origami instruction is "a lesson delivery where the teacher leads students to discover or deduce geometric properties, theorem, etc.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — peter-akayuure-2016

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