Exploring AR and VR Tools in Mathematics Education through Culturally Responsive Pedagogies

Resumo

Augmented reality (AR) and virtual reality (VR) have been noted to enhance student learning by supporting spatial reasoning and visualization, long-term memory, engagement, and increased motivation. The researchers situated the exploration of these tools for learning within the culturally responsive pedagogy (CRP) in mathematics education. The researchers conducted a qualitative case study interlinked with design-based research (DBR). Data were collected using questionnaires, interviews, observations, and documentation. Sixty-five students in grades three to eight and 10 adults participated in the context of a STEAM camp. Students used tools such as block-based coding and digital and crafting design materials to learn, understand, and apply mathematical concepts (i.e., for mathematical thinking and modelling). The researchers designed and taught the learning activities which used a game-design-like coding software and Cospaces Edu app. The AR and VR activities were within the learning contexts of storytelling and cultural artifacts. The researchers report the study's results, analyzing mathematics concepts learned through the activities. Specifically, students' motivation was boosted when students used game-design-like software within the storytelling context of the app.

Dados da obra

Tipo

Artigo

Periódico

Digital Experiences in Mathematics Education, v. 10, n. 3, p. 462-486

Editora

Springer Science+Business Media

Ano

2024 (2024-08-23)

Idioma

en

Palavras-chave

Computer Simulation; Technology Uses in Education; Mathematics Instruction; Culturally Relevant Education; Elementary School Students; Middle School Students; STEM Education; Camps; Mathematical Concepts; Learning Activities; Story Telling; Cultural Awareness; Program Effectiveness; Student Motivation; Computer Software; augmented reality; virtual reality; culturally responsive teaching; mathematics education; game design; block-based programming; storytelling; cultural artifacts; mathematical modeling; spatial reasoning; junior high school students

Temas

Modelagem Matemática, Pensamento Computacional, Tecnologias Digitais

DOI

10.1007/s40751-024-00152-x

ISSN

2199-3246, 2199-3254

Licença

cc-by-nc-nd

Acesso

Acesso aberto

Fontes

ERIC — Education Resources Information Center; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026