Augmented Reality for Learning Mathematics

The AR4MATH project considers the application of augmented reality (AR) technology for developing mathematical reasoning, and also aims showing the general potentialities of AR technology and giving some hint of the theoretical principles behind them. Our general approach in the AR4MATH project involves adopting a design-based research perspective to frame a study allowing us to develop an AR prototype that addresses mathematical reasoning by collecting real-time data of a dynamic phenomenon while simultaneously augmenting students' experience with mathematical representations of the dynamic phenomenon. Specifically, our goal is to develop an AR toolkit within iterative research cycles and investigate the mathematical reasoning within this environment.​​

Image Description

Othman Project

I am a PhD student in the Department of Science and Technology Education at Ben-Gurion University of the Negev. My research focuses on studying the potential of AR technology in educational settings. The major objective of the research is to identify and characterize learning processes, as well as the formation of mathematical concepts. Specifically, I am investigating the evolution of covariational reasoning in an AR-rich learning environment. To this end, I am working on the design of mathematical tasks and technological applications that could support students’ engagement in high levels of covariational reasoning. This study could shed light on how mathematical concepts evolve in an AR environment, and could also provide insights on design principles of mathematical tasks in an AR learning environment.

Yana Project

I am a high school mathematics and biotechnology teacher. A former biotechnology engineer, I am currently a MSc student Department of Science and Technology Education at Ben-Gurion University of the Negev. Our research group is exploring AR technology and its impact on students’ mathematical understanding. This study focuses on interrogative processes that may occur in this type of environment, considering the phenomenological approach.
The research shows that asking questions is an integral part of the learning process. The types of questions that are asked can indicate a certain understanding by the student and reflect on his thinking at the given moment. According to the phenomenological theory, there are several layers of disclosure. First, the student sees different reality through his eyes. Then, by connecting all of the layers, his understanding becomes more profound. In my study, I aim at examining how students make sense of mathematical concepts through interrogative processes in an AR-rich environment, as well as how using AR technology summons the students to ask complex questions, and how their question-asking promotes the meaning-making of mathematical objects.

Image Description
Image Description

Nadia Project

I am a high school mathematics teacher, and currently a MSc student Department of Science and Technology Education at Ben-Gurion University of the Negev. I am interested in exploring the AR technology and its impact on the enhancement of science educational processes, especially the evolvement of new interactions between students and objects in an AR-based educational setting.
Social interactions are important in the learning process. When positive interactions are employed, students develop critical and creative thinking patterns and collaboration, which may result in a higher levels of thinking and influence their learning production. With the advent of AR technology and its options, students can interact with each other using AR-based applications. The natural interactions may change, and new interactions are created that are not typical of a regular classroom – interactions with virtual and physical objects. Therefore, the interactions must be re-examined. In my study, I will examine the characteristics of the interactions between students and their peers, as well as between students and virtual and physical objects in an AR environment.