1. Proposed research title
An exploration of how technical drawing as a visualisation tool can facilitate the transition process between 2D and 3D shapes in the context of vocational training centers.

2. Aims The study purposes to:
Understand the aspects involved in the transition process between 2D and 3D.
Assess the impact of deconstructing and constructing (technical drawing) 3D to calculate SA.
Understand how students use MR to calculate SA.

3. Research questions
1. How do trainees visualise the relationship between 2D
and 3D objects?
2. How do trainees deconstruct the 3D into 2D and how do
they convert 2D into 3D?

4. Background
Learning how to calculate the surface area of 3D objects involves an integration of spatial geometry and quantity, which students often find difficult (Battista &Clements 1996; Ben Chaim et al. 1985) because many students cannot successfully convert two dimensional (2D) views into 3D images (Sung, Shih & Chang, 2015).
Arcavi (2003) defines visualisation as: The ability, the process and the product of creation, interpretation, use of and reflection upon pictures, images, diagrams, in our minds, on paper or with technological tools, with the purpose of depicting and communicating information, thinking about and developing previously unknown ideas and advancing understandings.

5. Multiple Representations
Cuboids
Complex shapes
Cylinder
Surface area
3D composite figure
Isometric
Convert 2D to 3D
Making connections
Visualization
Technical drawing
Meaning making
Multiple Representations
Orthographic
Deconstruct 3D to 2D

6. 1. How do trainees visualise the relationship between 2D and 3D objects?
Visualisation skills/seeing through a 3D (spatial skills)
Activity
Multiple representations
Making connections
Meaning making

7. 2. How do trainees deconstruct the 3D into 2D and how do they convert 2D into 3D?
Multiple multiplication
Activity
Drawing skills isometric & orthographic
Spatial skills

8. Research design Phase Instruments Purpose 1 Document analysis
- Analyze unit standards of different trades 2
Pre - Test
- Test the trainees pre knowledge on spatial
skills
- Select participants 3
Intervention
- Teaching the observed lacking spatial skill
through deconstruction and construction of 3D
- Calculate SA of 3D using drawings 4.
Post - test
And
Observation
- Analyse the skills:
- Deconstruct 3D/ multiple representations
- Construct 3D/ meaning making
- Making connections 5.
Interviews
- In depth understanding of participants on the observable indicators.

9. Thank you