Abstract
Although the function concept is central in mathematics and is included in many
curricula worldwide, many students find it difficult to understand. In this study, we consider function as covariation between two variables. This study aims at exploring students’ understanding of covariation while learning in an augmented reality (AR) environment. Groups of 16-year-old students carried out the Hooke’s Law experiment using AR headsets. Students’ interactions were video-recorded, and semiotic lenses were used to analyze their covariational reasoning. Findings show that the AR-rich environment promoted the students’ covariational reasoning with mostly elementary levels, but also with some indications of high levels.
curricula worldwide, many students find it difficult to understand. In this study, we consider function as covariation between two variables. This study aims at exploring students’ understanding of covariation while learning in an augmented reality (AR) environment. Groups of 16-year-old students carried out the Hooke’s Law experiment using AR headsets. Students’ interactions were video-recorded, and semiotic lenses were used to analyze their covariational reasoning. Findings show that the AR-rich environment promoted the students’ covariational reasoning with mostly elementary levels, but also with some indications of high levels.
| Original language | English |
|---|---|
| Title of host publication | Mathematics Education in the Digital Age (MEDA) |
| Publisher | erme - European society for research in mathematics education |
| Pages | 239-246 |
| Volume | 10 |
| State | Published - Sep 2020 |