Kesirlerin Öğretiminde Artırılmış Gerçeklik Etkinliklerinin 5.sınıf Öğrencilerinin Matematik Başarılarına ve Tutumlarına Etkisinin İncelenmesi

Abstract

In the scope of the study, augmented reality activities for the fifth-grade mathematics were designed and administrated with students during mathematics lesson. Sixty, fifth grade, students from a middle school in Marmaris -Muğla participated to this study. This study was designed as pretest -posttest experimental research method without control group. An achievement test about fractions was applied as pre-test and post-test to students. In addition, Mathematics attitude scale developed by Aşkar (1986) was also administrated as pre-test and post-test to observe the change in attitudes of students towards mathematics. As a result of the study, it was found that there was a significant difference between the scores of the pre-test and the post-test application of the achievement test. The students' attitudes towards mathematics were also found to be significantly different between pre-test and post-test applications. Moreover, it was also observed that there was no significant difference in gender-based attitudes after the study while the positive attitudes of male students were more favorable than that of girls before the study, and that positive attitudes were balanced among male and female students during this study.

The Effects of Mobile Technology on Learning Performance and Motivation in Mathematics Education

“…The students were socially involved in the learning process via the WhatsApp groups, and they also showed an increased interest. There are similar studies in the literature that have similar results (Chen, 2019 ; Fabian et al, 2018 ; Gecu-Parmaksiz & Delialioglu, 2019 ; Özdemir & Özçakır, 2019 ). The study of Fößl et al ( 2016 ) examined the effects of the mathematics seamless learning process on student success, concluding that the experimental group students showing better learning performances, and new learning and teaching environments were indicated as the reasons.…”

“…Augmented reality is a tool supporting students by filling the gaps between real-world situations and mathematical concepts using mathematical modeling (Cahyono et al, 2020 ). Augmented reality applications enable abstract concepts in mathematics teaching to be concretized through modeling or multiple displays (Özdemir & Özçakır, 2019 ; Zbiek & Conner 2006 ), and provides a better understanding of concepts (Bujak et al, 2013 ). However, it is stated that augmented reality applications usually target geometry in mathematics teaching and that there is a lack of subjects related to education and other learning areas of two-dimensional objects (Özdemir & Özçakır, 2019 ).…”

“…Augmented reality applications enable abstract concepts in mathematics teaching to be concretized through modeling or multiple displays (Özdemir & Özçakır, 2019 ; Zbiek & Conner 2006 ), and provides a better understanding of concepts (Bujak et al, 2013 ). However, it is stated that augmented reality applications usually target geometry in mathematics teaching and that there is a lack of subjects related to education and other learning areas of two-dimensional objects (Özdemir & Özçakır, 2019 ). When the literature is reviewed in support of this view, it is seen that the studies focus on the teaching of three-dimensional objects, and many studies investigate the effect of augmented reality applications on spatial abilities (e.g., Flores-Bascuñana et al, 2020 ; Herrera et al, 2019 ; Kaufmann & Schmalstieg, 2003 ; Rashevska et al, 2020 ; Vakaliuk et al, 2020 ).…”

The Metaverse in mathematics education: The opinions of secondary school mathematics teachers

“…It is seen that the results obtained from this study support the results of previous studies in the literature. It has been observed that the opinions on the theme"Contributions to mathematics learning" and the studies in the literature support each other.In the literature,studies are showing that success increased in mathematics courses where Metaverse technologies were used (Mutluoğlu & Erdoğan, 2021;Altıok, 2020;Özdemir & Özçakır, 2019;Şimşek et al, 2019), and students' attitudes towards mathematics (Özdemir & Özçakır, 2019) and geometry have changed positively (Mutluoğlu & Erdoğan, 2021), and that metaverse have positive effects on mathematics teaching-learning processes (Cabero-Almenara et al, 2021).It has been stated that integrating Metaverse into educational environments makes learning fun, engaging, and useful; increases the motivation of those who attend the course, and saves the course from mediocrity (Altıok, 2020;Çetin, 2019;Durak & Karaoğlan Yılmaz, 2019;Şimşek et al, 2019;İlic, 2013). Studies in the course show that using Metaverse technologies embodies abstract concepts, increases persistence (Lee et al, 2022;Boz & Özerbaş, 2020), frees the course from mediocrity, and increases self-efficacy of the participants (Şahin, 2016).…”

Augmented Virtuality Systems as a Tool for Improving Numeracy Decision-Making Among Children

“…For example, Daghestani, Al-Nauim, Xu and Ragab (2012) demonstrated the use of a VR system representing a 3D-block array to enable young children to practice addition and subtraction numeracy concepts. An AR system, which demonstrated fractions, improved 5 th grade students’ achievements in this area and their attitude towards it (Özedmit & Özcakir, 2019). An AR system was also used to present geometrical objects to 8 th grade students (Cahyono, Sukestiyarno &Asikin, 2020) and fractions of objects and numbers in an immersive manner (Radu, McCarthy & Kao, 2016).…”