Interaction between 3D printing and geometry studies

Abstract

Recently, intensive emergence and spreading of 3D printing can be observed. Educational institutions become owners of desktop 3D printers implying the need of rethinking what to teach at schools at different levels. Since 3D printing needs a 3D model too, users have to refresh or acquire some mathematical knowledge to become successful modelers. Especially geometric and spatial skills are of high importance when designing a new model, while it provides also a brilliant motivation why to study theory and concepts, and why to understand more precisely the different elements of geometry. Nevertheless, users have to get to know new concepts (such as rafts, supports) and properties (such as watertight) as well, which appropriate usage is essential to be able to print the model correctly. Parallely, they will experience, that some traditional geometric concepts, terms may be interpreted in a more flexible way in the context of the currently used 3D modeling software. The objective of the paper is to investigate how the terms mentioned in the title interact with each other and to demonstrate it by examples. Paying attention to these altered, reinterpreted concepts is crucial in order that we could avoid misunderstandings in math class.