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

Francisco del Cerro Velázquez and Ginés Morales Méndez
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Francisco del Cerro Velázquez: Energy Engineering and Teaching Innovation Research Group in Technology, Faculty of Education (“C” Building), Campus de Espinardo, University of Murcia, 30100 Murcia, Spain
Ginés Morales Méndez: Energy Engineering and Teaching Innovation Research Group in Technology, Faculty of Education (“C” Building), Campus de Espinardo, University of Murcia, 30100 Murcia, Spain

Mathematics, 2021, vol. 9, issue 4, 1-19

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.

Keywords: augmented reality; spatial intelligence; STEM; mathematics; Geogebra AR; secondary education (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2021
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