Prospects of using the augmented reality application in STEM-based Mathematics teaching

Крамаренко, Тетяна Григорівна; Pylypenko, Olha S.; Zaselskiy, Vladimir I.

doi:10.31812/123456789/3753

Cited by 43 publications

(6 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is an interactive mathematics software that allows the visualization and manipulation of objects and figures in a three-dimensional environment [25], as illustrated in Figure 1. The GeoGebra 3D calculator with AR is a dynamic program specifically designed to facilitate the learning and teaching of mathematics by integrating elements from various areas such as arithmetic, geometry, algebra, analysis, calculus, probability, and statistics [26]. This program is easy to learn and can be downloaded for free from its official website.…”

Section: Geogebra Calculator 3d With Armentioning

confidence: 99%

Integration of GeoGebra Calculator 3D with Augmented Reality in Mathematics Education for an Immersive Learning Experience

Iparraguirre-Villanueva,

Paulino-Moreno,

Chero-Valdivieso

et al. 2024

Int. J. Eng. Ped.

View full text Add to dashboard Cite

The use of augmented reality (AR) with GeoGebra allows for the contextualization of mathematical operations in real-world situations. In this approach, the teacher presents questions or problems that students solve using visualization and experimentation software. The objective of this work is to evaluate the impact of integrating the GeoGebra 3D calculator with AR. For the development of this study, the quasi-experimental method was employed, involving the comparison of results between two groups: the experimental group (EG) and the control group (CG). We worked with a population of 78 students. The study conducted confirms the use of the GeoGebra calculator in 3D with AR. AR effectively enhances mathematical learning. Seventy percent of the students in the EG achieved an outstanding level of performance, while 30% reached an expected level. In addition, a positive attitude towards mathematics was observed in 100% of the students. These results demonstrate that using the GeoGebra calculator in 3D with AR has a positive impact on mathematics learning. While in CG, 10% achieved the expected level of performance, 85% were in progress, and 5% were at the initial stage. Finally, it was concluded that the GeoGebra calculator in 3D with AR is very useful. It helps enhance the teaching and learning (TL) of mathematics and motivates students, making the development of class sessions more dynamic.

show abstract

Section: Geogebra Calculator 3d With Armentioning

confidence: 99%

Integration of GeoGebra Calculator 3D with Augmented Reality in Mathematics Education for an Immersive Learning Experience

Iparraguirre-Villanueva,

Paulino-Moreno,

Chero-Valdivieso

et al. 2024

Int. J. Eng. Ped.

View full text Add to dashboard Cite

show abstract

“…Kramarenko et al [18] review the peculiarities of the mobile application 3D Calculator of Dynamic Mathematics GeoGebra system with Augmented reality, improves the methodology of teaching Mathematics using cloud technologies and augmented reality. Kuzmich et al [19] consider the methodology of studying the geometric properties of metric spaces.…”

Section: Literature Reviewmentioning

confidence: 99%

The use of immersive technologies in teaching mathematics to vocational students

Kramarenko,

Kochina

2023

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

This study examines the use of immersive technologies in teaching mathematics to vocational students. The purpose of the research is to develop theoretical foundations and practical applications for the use of immersive technologies in mathematics education, and to measure the impact of these technologies on student motivation and learning outcomes. The study considers the scientific and theoretical underpinnings of immersive technologies in mathematics teaching, as well as methods for using the AR-Book application. A theoretical model, criteria, and methodological support for evaluating the use of immersive technologies are developed. A pedagogical experiment is conducted to evaluate the impact of these technologies on vocational students. Based on the results of the experiment and training materials, the study presents generalizations on the use of immersive technologies in mathematics education.

show abstract

“…Масив праць вітчизняних вчених присвячений використанню AR у різних сферах освіти. Зокрема цю проблему досліджували Т. В. Грунтова та Ю. В. Єчкало [38], С. Л. Мальченко та Д. В. Миколюк [39], П. П. Нечипоренко і Т. В. Старова [40], Н. В. Рашевська і С. О. Семеріков [41], О. М. Соколюк [42], Т. В. Крамаренко та О. С. Пилипенко [43], O. Канівець, I. Канівець, T. Горда та О. Ю. Буров [44], Т. А. Вакалюк, К В. Власенко, Л. Ф. Панченко [45] та ін.…”

Section: проблематика використання технології доповненої реальності в...unclassified

“…Останні три роки інтерес учених був зосереджений на дослідженні питань використання доповненої реальності під час вивчення фізики (Т. В. Грунтова, Ю. В. Єчкало) [46], астрономії (С. Л. Мальченко, Д. В. Миколюк) [47], хімії (П. П. Нечипоренко, Т. В. Старова) [48], геометрії (Н. В. Рашевська, С. О. Семеріков) [49] та забезпечення STEM-освіти (Т. В. Крамаренко, О. С. Пилипенко) [50].…”

Section: проблематика використання технології доповненої реальності в...unclassified

Criteria and indicators for evaluating the quality of educational digital content with augmented reality

Литвинова¹,

Пінчук²,

Лупаренко³

et al. 2022

View full text Add to dashboard Cite

The scientific-methodical publication highlights certain aspects of the use of immersive technologies (virtual, augmented, mixed, augmented, substituted reality) in the educational process and their didactic potential. Educational mobile applications with the support of augmented reality technology are considered, the course and results of teachers' training on creating AR content are described, the current state of their readiness and attitude to the use of such technologies in the educational process of general secondary education institutions of Ukraine is investigated. The authors justified the criteria-indicator matrix for determining the quality of augmented reality objects, which contains such criteria as technical-technological, visual-dynamic, content-methodical. It is proposed to determine the quality of AR objects according to four levels of compliance: do not meet the requirements, need thorough refinement, require minor refinement, meet quality requirements. The developed toolkit will potentially contribute to the improvement of the quality of digital educational content for PPE at the stage of development and selection. Methodological studies can be useful to teachers, employees of education and science administration bodies, publishers of educational materials, scientific and scientific-pedagogical workers, management personnel of institutions of various levels of education, and all interested readers.

show abstract

Prospects of using the augmented reality application in STEM-based Mathematics teaching

Cited by 43 publications

References 13 publications

Integration of GeoGebra Calculator 3D with Augmented Reality in Mathematics Education for an Immersive Learning Experience

Integration of GeoGebra Calculator 3D with Augmented Reality in Mathematics Education for an Immersive Learning Experience

The use of immersive technologies in teaching mathematics to vocational students

Criteria and indicators for evaluating the quality of educational digital content with augmented reality

Contact Info

Product

Resources

About