Abstract
The use of dynamic, three-dimensional software with virtual reality offers new possibilities for the teaching and learning of geometry. We explore the effects of introducing the immersive virtual reality software NeoTrie VR in real classes. Within a Design Research framework, we present qualitative observational data to report how the collaboration among a software development company, university researchers, and schools produces improvements in the design and updating of the software; the geometrical content, representations, and mathematical activity that students have access to as well as the way teachers conceive and manage the teaching of geometry.
Highlights
The explosion of digital technology in society and the field of education has led to changes in how we understand and use it, offering tools that extend beyond the prosthetic devices underlying past pedagogical styles and curricular standards, and considered as tools for transforming the way in which we think and reason [1]
It continues to be a topic of interest in the research of mathematics education [12,13,14], especially for the teaching and learning processes of three-dimensional geometry, research continues to be insufficient on the specific effects of working with dynamic geometry systems (DGS)-3D
There are diverse names and uses of the term Immersive Virtual Reality (IVR), in this work, we refer to the definition of [20] (p. 8): “Virtual reality is a scientific and technical domain that uses computer science and behavioral interfaces to simulate in a virtual world the behavior of 3D entities, which interact in real time with each other and with one or more users in pseudo-natural immersion via sensorimotor channels”
Summary
The explosion of digital technology in society and the field of education has led to changes in how we understand and use it, offering tools that extend beyond the prosthetic devices underlying past pedagogical styles and curricular standards, and considered as tools for transforming the way in which we think and reason [1]. 8): “Virtual reality is a scientific and technical domain that uses computer science and behavioral interfaces to simulate in a virtual world the behavior of 3D entities, which interact in real time with each other and with one or more users in pseudo-natural immersion via sensorimotor channels” According to this definition, it is natural that IVR is developing in terms of visualization and interaction with a clear increase in the number of studies examining its potential in teaching-learning processes, both standardized-curricular as well as specialized or professional [21,22,23,24,25,26]. The software improvements and updating, in a continuous feedback process with its implementations in classroom settings; the new geometric skills and knowledge that students develop through its use; and the way teachers design geometry teaching and how they manage it. The goal is for the tools to be intuitive, easy, and coherent, both in terms of their mathematical meaning and the user experience
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