Abstract
This chapter discusses the potential of augmented reality (AR) technology for educational purposes in the mathematics classroom. It aims to discuss a perspective of integrating AR technology that bridges the gap between real-world phenomena and their mathematical representation, in mathematics education as well as what we learn as researchers in the attempt to use AR in the context of covariational reasoning. Unlike other technological tools (e.g., Dynamic Geometry Software or Computer Algebra Systems), AR has not been widely used in classroom settings. In part, this is due to technological difficulties in working with this technology at the classroom level. On the other hand, this may also stem from the lack of research and development in the field concerning the use of AR and its special affordances for mathematics teaching and learning. With this in mind, the chapter approaches the subject by describing a specific learning environment in the context of a specific area of content, namely, covariational reasoning. Two theoretical frameworks guided this chapter: The multimodal approach of learning and the covariational reasoning framework. The chapter discusses a wider perspective of integrating AR technology in the mathematics classroom, such as the crucial role of representations, of embodiment, the social aspects that AR affords, and forms of covariational reasoning.
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This study was supported by the Israel Science Foundation (Grants No. 1089/18).
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Swidan, O., Fried, M.N., Schacht, F., Soldano, C., Jaber, O. (2023). Augmented Reality-Rich Environment: Designing for Mathematics Education. In: Pepin, B., Gueudet, G., Choppin, J. (eds) Handbook of Digital Resources in Mathematics Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-95060-6_19-1
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DOI: https://doi.org/10.1007/978-3-030-95060-6_19-1
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