Application in Augmented Reality for Learning Mathematical Functions: A Study for the Development of Spatial Intelligence in Secondary Education Students

Abstract

Spatial intelligence is an essential skill for understanding and solving real-world problems. These visuospatial skills are fundamental in the learning of different Science, Technology, Engineering and Mathematics (STEM) subjects, such as Technical Drawing, Physics, Robotics, etc., in order to build mental models of objects or graphic representations from algebraic expressions, two-dimensional designs, or oral descriptions. It must be taken into account that spatial intelligence is not an innate skill but a dynamic skill, which can be enhanced by interacting with real and/or virtual objects. This ability can be enhanced by applying new technologies such as augmented reality, capable of illustrating mathematical procedures through images and graphics, which help students considerably to visualize, understand, and master concepts related to mathematical functions. The aim of this study is to find out whether the integration of the Geogebra AR (Augmented Reality) within a contextualized methodological environment affects the academic performance and spatial skills of fourth year compulsory secondary education mathematics students.

A Revisited Conceptual Change in Mathematical-Physics Education from a Neurodidactic Approach: A Pendulum Inquiry

“…When different videos and virtual simulations were presented in the experimental group, most of the students learned that pendulum oscillation is lower on the Moon and a minority thought that a non-oscillation occurs, because they supposed that there was no gravity on the Moon, demonstrating in all cases that the force of gravity made a pendulum oscillate, obtaining a conceptual change. The reason for this is that an interesting message was received using resources [72], which provided a creative learning environment, giving them plausible answers [73] which they were able to accept emotionally, thus establishing a change and confirming the validity of the DMCC method sequence presented here.…”

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Mixed, Augmented and Virtual, Reality Applied to the Teaching of Mathematics for Architects

“…Studies have likewise been carried out at various levels in geometry that serve to attest their effectiveness [21]. At the same time, evidence also exists for their usefulness for the development of visual-spatial ability [22] and for the acquisition of mathematical functions [23].…”

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