In the last decade, the usage of Augmented Reality (AR) has proliferated especially in the education sector. However, only limited articles have systematically reviewed the research trends in the implementation of AR for learning mathematics. Thus, this paper presents a systematic and comprehensive analysis of the research trend for the period between the year 2015–2019. From a leading indexing Scopus database, this review has identified only 19 journal articles based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. These works of literature were analyzed and grouped into eight themes to illustrate the trends of these research focus: AR apps types, AR apps development tools, research contribution cat-egories, benefits of AR for math, learning problems, testing methods, and math subtopics. Moreover, this synthesized review on learning of mathematics through AR could benefit researchers and educators, thereby suggesting avenues for future research.

Mathematics education has benefited from the increase in popularity of augmented reality (AR) technology. However, no game-based AR application has been developed specifically for prism topic. This paper aims to report PrismAR app that we have developed. It has interactive exercises and quiz and shows the prism's edges and vertices, in 2D and 3D views. This project aims to assist primary 3 students (9 years old) in developing their mathematical abilities and making prism mathematical concepts more interactive. An exploratory study design was used to evaluate the app with 20 students from a Malaysian school. We wanted to ascertain their degree of approval for the app's design, learning content, user interface, and interactivity with the augmented reality card game teachers. Overall, the assessment returned an average mean of 4.98, which was interpreted as 'highly acceptable.' The pre-test mean result is 12.6 (S.D. = 2.012), while the post-test mean result is 14.6 (S.D. = 1.789). The results indicate that using an augmented reality-based card game could be a successful method for increasing students' mathematics competence. This study serves as a call to action for potential developers and educators to improve AR integration in math education in the future.

The application of augmented reality (AR) has been demonstrated, especially in education. However, to our knowledge, no conceptual framework exists to assist in designing effective augmented reality applications for a specific topic in the mathematics curriculum, such as square and square roots. This study proposes a conceptual framework for the design of augmented reality applications for mathematics. Multiple elements were included in the framework, including specification, design, and evaluation. A preliminary study elicited opinions and information from students and teachers. The proposed framework was used as the guideline to develop an augmented reality mobile application for square and square root topics. We later conducted application testing sessions to evaluate the app's usability. The sessions include app demonstration, pre-and post-test, usability testing, and an interview session to assess user satisfaction. Twenty lower secondary students (13 years old; seven males and thirteen females) took part. The findings of the pre-and post-tests and the application's usability and user interface satisfaction test show that the application has been proven effective in learning mathematics. There is a statistically significant difference between the pre-and post-test means. The application effectiveness level is 72.6 percent. Positive responses were also received during the interview. The findings indicate that the suggested framework may serve as a guide for designing future effective augmented reality applications for mathematics learning.