3D Printing to Address Solids of Revolution at School Sandra Reichenberger 1 , Diego Lieban 2 , Cecilia Russo 3 and Barbara Lichtenegger 4 1 Johannes Kepler University Linz, Austria; sandreich@gmail.com 2 IFRS, Brazil / Johannes Kepler University Linz, Austria; diegolieban@yahoo.es 3 Johannes Kepler University Linz, Austria; ceciliarusso@msn.com 4 Private University of Education, Diocese of Linz, Austria; barbara.lichtenegger@ph-linz.at Abstract The use of technology has evolved over the last decades offering new opportunities for mathematics education. In particular, integrating dynamic mathematics software with 3D printing becomes an alternative to transform digital representation into concrete manipulatives. In this paper we aim to offer examples in which the use of 3D printing can support the investigation of solids of revolution. Introduction In recent years, 3D printing technology has become more affordable and commercially accessible [1]. Some mathematicians and artists have been using algebraic description and geometric construction to create 3D printing Euclidean or non-Euclidean models, opening new possibilities to visualize and understand mathematics [1][7]. For instance, Henry Segerman [7] published a beautiful book through which he exhibits 3D structures and offers readers access to the 3D printing files and to hands on exploration of the printed objects. Symmetry, tiling or knots are some of the mathematical ideas that can be investigated through his models. We believe that 3D printing technology can also be used to trigger opportunities for teaching and learning of mathematics at school level, opening students’ and teachers’ minds towards creative thinking. In this paper we aim to address one of these possibilities. 3D Printing as a Motivational Resource There are several possibilities to implement 3D prints in schools outlined in different publications [e.g. [2], [3], [7], [10]]. Teachers and students can experience how to design mathematical objects and how mathematical models can be brought to reality. Witzke, Hoffart [10] and Dilling [3] attempted to classify the use of 3D printing with students and addressed some important didactic concepts (“EIS-Principle” of Jerome Bruner, “Three Worlds of Mathematics” of David Tall, “subjective realms of experience” of Heinrich Bauersfeld). On the one hand, the potential of the 3D printing technology for the mathematics classroom was emphasized in the literature. On the other hand, several authors such as Pielsticker and Witzke [5] highlighted in their research that most teachers consider 3D printing a time-consuming extra gadget, and not useful for their everyday classroom practice. For this reason, it is necessary to offer teachers prime examples that are connected to the curricula and highlight the benefit of the 3D printing technology. In this paper, we outline some perspectives on using the dynamic mathematics software GeoGebra and 3D printing as a motivational resource to introduce some exploratory modelling activities. We focus on one specific topic: solids of revolution and the insights to investigate their volumes. Bridges 2019 Conference Proceedings 493