Abstract
Difficulties at the beginning of studying stereometry in 10 classes are well known from school practice. One of the main reasons for this is poorly developed spatial thinking and imagination. Therefore, the article describes some possibilities of using virtual and augmented reality in the process of teaching mathematics to students in 10-11 classes. It is established that pedagogical research in the field of theory of teaching mathematics should go this way. Undoubtedly, the lessons of mathematics with the addition of reality have a huge future in the field of education. The extensive use of virtual and augmented reality technologies in teaching mathematics proves the effectiveness and it is an attractive motivation for students. The use of augmented reality can be implemented in the teaching of mathematics from primary schools to universities. The object of research is the process of the formation of spatial imagination using virtual and augmented reality technologies in the process of teaching mathematics. The subject of the study is the environment of virtual and augmented reality. Research methods are analysis of publications on the problem, generalization of domestic and foreign experience, theoretical analysis, system analysis, systematization, and generalization of facts and patterns of research for the formation of spatial thinking using virtual and augmented reality environments, substantiation of the main conclusions. In our opinion, it is best to use free and well-made software such as ROAR AR for the Android operating system. Even in universities, it is advisable to use augmented reality systems in the training of future mathematics teachers, as they will be able to stop the decline in the popularity of mathematics studies in secondary and high schools by using such innovative teaching methods in their future pedagogical activities.
Highlights
Today, without the use of information technology, there is no teaching of any subject and mathematics as well
The object of research is the process of the formation of spatial imagination using virtual and augmented reality technologies in the process of teaching mathematics
Experience shows that pedagogical research in the field of theory of teaching mathematics must go this way; undoubtedly, the lessons of mathematics with the addition of reality have a huge future in education
Summary
Without the use of information technology, there is no teaching of any subject and mathematics as well. Students are occasionally acquainted with spatial figures, in particular with various geometric bodies, in preschool and in primary school. By using the data of AR and VR technology in the process of teaching mathematics, supplementing them with appropriate visual information, you can build a visual model of educational material. Students' spatial imagination is developed, which enhances their deep understanding of processes, properties, and proof of theorems. Unlike virtual reality, which requires complete immersion in a virtual environment, augmented reality uses the environment around us and superimposes on its image certain virtual information, such as graphics, text, 3D models, and the reaction to interacting with them
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