Design and Implementation for the Web of Origami Simulator

Abstract:

This study proposed that the origami curriculum can be one of the important educational activities for Grade 1-9 because origami is not only a form of arts, but also possesses the learning functions that involve hand-brain-eye co-ordination and can upgrade learners non-classical logic deduction skills. This study uses Huzitas Axioms and Huzita-Hatori Axioms (HHA) to implement the Web of Origami Simulator (WOOS). WOOS is produced by a computer algebra system (CAS) and it allows users to arbitrarily rotate or zoom origami forms, calculate the length of line segments, calculate area, and measure angles. Moreover, the steps taken can be recorded so that learners can observe the entire process after the activity. WOOSs ultimate objective is to be implemented in the origami or algebra teaching activities of junior and elementary schools.

• Periodical: Applied Mechanics and Materials (Volumes 536-537)
• Pages: 593-598
• DOI: https://doi.org/10.4028/www.scientific.net/AMM.536-537.593
• Online since: April 2014
• Authors: Hsi Hsun Yang, Sheng Kai Yin*, Po Yu Chen
• Keywords: Computer Algebra System, Huzita-Hatori Axioms, Origami, Paper Folding

References

[1] Hsi-Hsun Yang, Po-Yu Chen: The Design of 3D Origami Based on Tablet PC, 2013 Global Chinese Conference on Computers in Education(GCCCE) pp.248-255, (2013).

[2] David C.: Information on http: /paper. people. com. cn/smsb/html/2007-04/03/ content_12675356. htm.

[3] National Council of Teachers of Mathematics (NCTM): The Principles and Standards for School Mathematics. Reston, VA, (1989).

[4] National Council of Teachers of Mathematics (NCTM): Principles and standards for school mathematics. Reston, VA: NCTM, (2000).

[5] Boero, P., Garuti, R. & Mariotti, M. A. Some dynamic mental processes underlying producing and proving conjectures. Proceedings of PME 20, Vol. 2, pp.121-128 , 1996, Valencia.

[6] W. K. Wong, S. K. Yin, H. H. Yang*, Y. H. Cheng: Using Computer-Assisted Multiple Representations in Learning Geometry Proofs, Journal of Educational Technology & Society. Volume 14(3), pp.43-54. (2011).

[7] Linn, M. C., Davis, E.A., & Bell, P. (Eds. ):. Internet Environments for Science Education. Mahwah, 2004, NJ, Lawrence Erlbaum Associates.

[8] de Jong, T., & van Joolingen, W.R.: Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, Vol. 68, pp.179-202, (1998).

DOI: 10.3102/00346543068002179

[9] Soloway, E., Pryor, A. Z., Krajcik, J. S., Jackson, S., Stratford, S. J., Wisnudel, M., & Klein, J. T. ScienceWare's Model-It: Technology to support authentic science inquiry. THE Journal, Vol 25(3), 54-56, (1997).

[10] Huzita, H.: Axiomatic Development of Origami Geometry, in Proceedings of the First International Meeting of Origami Science and Technology, H. Huzita, (Editor), pp.143-158, (1989).

[11] Hatori, K.: Available from http: /www. jade. dti. ne. jp/~hatori/library/conste. html.

[12] Joel Bekly: Information on http: /www. joelbeckley. com/org-net.

[13] Lang R. J.: A computational algorithm for origami design, In Proceedings of the twelfth annual symposium on Computational geometry, pp.98-105, 1996. Philadelphia, Pennsylvania, United States: ACM.

DOI: 10.1145/237218.237249

[14] Ida T., Takahashi H., Marin M., Kasem A., Ghourabi F.: Computational Origami System Eos, In Proceedings of 4th International Conference on Origami, Science, Mathematics and Education (4OSME), (2006).

DOI: 10.1145/1244002.1244173

[15] David Hartmann: Information on http: /www. numeracyworks. com.

[16] Lang R. J., Origami and Geometric Constructions. http: /www. langorigami. com/science/ hha/origami_constructions. pdf.