Using augmented reality tools in the teaching of two-dimensional plane geometry

Abstract

One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.

8th Workshop on Cloud Technologies in Education: Report

“…In order for the learning process to always retain personal value for the learner, it is necessary that his or her motivation be maintained through an awareness of his or her purpose and goals. The article "Simulation of intellectual system for evaluation of multilevel test tasks on the basis of fuzzy logic" [242] by Ivan M. Tsidylo (figure 31) and Serhiy O. Semerikov and Tetiana I. Gargula and Hanna V. Solonetska and Yaroslav P. Zamora and Andrey V. Pikilnyak highlights further research by the authors, begun in [243,244,245,246,247,248,249,250,251,252,253,254,255,256,257,258,259,260,261,262,263,264,265,266,267,268]. This article describes the stages of modeling an intelligent system for evaluating multilevel test tasks based on fuzzy logic in the MATLAB application package, namely the Fuzzy Logic Toolbox.…”

The potential of Google Classroom web service for lecturers of higher educational establishments under pandemic conditions

“…The conceptual principles of the cloud-oriented environment at different levels of education are reflected in the researches of Olga V. Bondarenko [6,[14][15][16][17]21,65,74], Valerii Yu. Bykov [8], Olena H. Kuzminska [32,46,51], Maiia V. Marienko [29,33,48], Oksana M. Markova [30,31,36,44,57,58], Nataliia V. Morze [11,22,23,[38][39][40][41], Yurii V. Tryus [68], Mariia P. Shyshkina [19,20,53], whose works are devoted to the theoretical foundations of designing and using cloud technologies in education. The authors pay considerable attention to the trends of web services and identify advantages and disadvantages of their use in education.…”

Technology of application of 3D models of electrical engineering in the performing laboratory work

“…The visualization of line geometry via the 3D graphic statics is presented by Kodrnja, Baniček and Fresl [16]. Until sufficient practical experience and documented examples are available, emerging technological methods to create educational content typically require indepth knowledge from different fields in order to apply them in the most beneficial way [25]. The method of creating photorealistic 3D models (PR3DMs) of real-world objects with the methods of photogrammetry is an example of such emerging technologies [21].…”