2026 ASEE Annual Conference & Exposition

This study investigated the use of 3D printing to support rural high school students’ mathematics self-efficacy in algebra. Rural students often face persistent achievement gap in algebra, which in turn may negatively influence their engagement in mathematics. Research has shown the potential of integrating 3D printing technology in K-12 education for enhancing student understanding of abstract concepts. By embedding 3D printing into a high school algebra class, this study sought to make abstract mathematical concepts more tangible through hands-on learning experiences and thereby improve students’ mathematic self-efficacy. The study was conducted at a rural public high school in the southeastern United States. A series of guided algebra activities integrated 3D modeling and printing into classroom instruction. Students used 3D modeling software to design representations of algebraic concepts which were then fabricated as physical models using 3D printers. Following a mixed methods research design, this study collected data including pre- and post-test of a mathematics self-efficacy survey and semi-structured individual interviews with students. Findings indicated an increase in students’ algebra self-efficacy in understanding algebra concepts following their participation in the 3D printing activities. The results suggested that 3D printing had the potential of supporting mathematics learning in rural schools, especially in fostering students’ confidence in algebra and improving their understanding of abstract concepts.