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.
Highlights
Two pre-test/post-test models were applied to each of the two ordinary class groups, formed by students who do not have any type of special educational need, that participated in the study: One to assess the level of spatial ability and the other to determine the level of learning of mathematical functions
During the execution of the experience it was observed in the experimental group that, firstly, the students quickly learned to generate graphic functions through the application as an alternative to the traditional system of representation
(the experimental group) obtained better results both in the level of learning achieved in the formative unit functions and in their visualization and spatial rotation skills, compared to those students who were not exposed to learning supported by AR tools. This finding suggests that the use of the Geogebra AR application as a support in the process of teaching and learning mathematical functions improved the academic performance and spatial intelligence of the students
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. The term function in mathematics is defined as any relationship between two or more variables that can be represented graphically. Function learning provides students in Compulsory Secondary Education (ESO) with their first contact with the identification, visualization, and interpretation of the relationship between two independent variables and is a key point of transition within mathematical development figure [1]
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