## Abstract

The paper focuses on a case study in which three Israelian students are engaged in an

Augmented Reality activity. By wearing special glasses, the involved students see

mathematical semiotic representations juxtaposed to the real incline plane experiment

(Galileo law). The virtual AR signs consist in a table and a graph made with the data

caught from the Galileo experiment. Students are supposed to make sense of these

virtual data guided by some questions contained in a worksheet task. Our hypothesis

is that in order to connect and make sense of the semiotic representations observed

within AR environment, students develop an inquiry approach to mathematics.

Augmented Reality activity. By wearing special glasses, the involved students see

mathematical semiotic representations juxtaposed to the real incline plane experiment

(Galileo law). The virtual AR signs consist in a table and a graph made with the data

caught from the Galileo experiment. Students are supposed to make sense of these

virtual data guided by some questions contained in a worksheet task. Our hypothesis

is that in order to connect and make sense of the semiotic representations observed

within AR environment, students develop an inquiry approach to mathematics.

Original language | English |
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Pages (from-to) | 295 |

Number of pages | 1 |

Journal | Mathematics Education in the Digital Age (MEDA) |

State | Published - 2020 |