Using a pre-and post-test experimental design, this study investigated the impacts of Science, Technology, Engineering, and Mathematics (STEM)
GİRİŞBilgi ve teknoloji çağı olarak adlandırılan çağımızda herkesin kabul ettiği bir gerçek var ki, gelecek neslin yaşayacağı zaman, bizim yaşadığımız zamandan çok farklı olacaktır.Bilgi ve teknolojinin çok hızlı değişmesinden kaynaklanan bu durum, insanların
Despite the growing interest in the field, the overall impact of augmented reality (AR) and virtual reality (VR) on mathematics learning remains unclear, with previous studies reporting mixed results. Moreover, to date, no systematic review has evaluated the potential of AR/VR in mathematics education, including its benefits and drawbacks for learners. To address this gap, the present systematic literature review aims to identify research trends, determine characteristics and methodologies, and explore the potential benefits and drawbacks of AR/VR technologies in mathematics learning based on existing empirical studies. In accordance with the PRISMA guidelines, we analyzed 59 peer-reviewed journal articles published in English that focused on AR/VR implementation in mathematics education. The review determined that geometry was the most widely studied topic of mathematics, with several studies focusing on the use of AR/VR to assist students with learning disabilities. The present review offers evidence for the potential of AR/VR potential in consolidating learners’ socio-emotional, cognitive/meta-cognitive, and pedagogical development in mathematics learning. Nevertheless, a few issues, including technological glitches, cost, start-up effort, health issues, and unfamiliarity with AR/VR, pose challenges to the successful application of AR/VR in the classroom. This systematic review contributes to the existing body of knowledge in the field and recommends avenues for future research.
Problem Statement: Recent research and evaluation reports show that students are not learning geometry efficiently. One identifier of student understanding related to geometry is teachers' knowledge structures. Understanding what a proof is and writing proofs are essential for success in mathematics. Thus, school mathematics should include proving activities. Proofs are at the heart of mathematics, and proving is complex; teachers should help their students develop these processes in the early grades. The success of this process depends on teachers' views about the essence and forms of proofs. Hence, it is necessary to investigate the classroom teachers' perceptions related to proofs.
Purpose of the Study:The purpose of this study is to determine the proof scheme of pre-service teachers when proving a geometry theorem. In this sense, the study is oriented by the research question: which proof schemes do pre-service teachers use when making proofs in geometry?Method: The current case study is a detailed examination of a particular subject. Firstly, an open ended question was asked, and then semistructured interviews were conducted. The three students investigated in this study were selected by considering their Basic Mathematics scores. Two girls having maximum and average scores and a boy having a
The present study aimed to investigate how history of mathematics was integrated to some mathematics textbooks in Turkey. On this account, four different textbooks with different grade levels were chosen. In total, 42 cases were detected and studied by three researchers. Results indicated that the usage of history of mathematics was materialized in six different manners: giving mathematics a human face, showing how concepts have developed, developing a multicultural approach, explaining the roles of mathematics in society, changing the perceptions of mathematics and providing opportunities for investigation. Among these manners, it is observed that giving mathematics a human face is the most frequent manner, while the least apparent one is providing opportunities for investigation.
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