The constitution of mathematical knowledge with augmented reality

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2021-08-01 DOI:10.54870/1551-3440.1539

Rosa Monteiro Paulo, A. Pereira, Elisangela Pavanelo

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引用次数: 6

Abstract

Digital Technologies are increasingly present in our activities. Many things we do we are not even able to imagine how they would be done, if we did not have the technological resources at hand. However, perhaps in the opposite direction of this, in the school context, or in teaching and learning, the discussion about the potential and the viability of these resources is still subject of a non-consensual discussion. When this context is Higher Education, specifically in undergraduate courses, the situation is even worse, as stated by research that we bring in this text. In disciplines such as Differential and Integral Calculus, Digital Technologies (DT) can contribute to a treatment in which aspects related to research and visualization are explored. Apps such as GeoGebra Augmented Reality, enhance the exploration of function graphs, for example, and, through movement, allow the analysis of invariants, favoring conceptual understanding. As we saw in the context of an activity proposed for students of a Mathematics Degree course, the app allows for interaction between students and enables them to conduct explorations that allow them to assign meaning to the contents of the Calculus discipline. This, therefore, is the theme that we deal with in this article, using a phenomenological stance to expose the meaning of what constitutes knowledge for us with DT.

查看原文本刊更多论文

数学知识与增强现实的构成

数字技术越来越多地出现在我们的活动中。如果我们手头没有技术资源，我们做的许多事情甚至无法想象会如何完成。然而，也许与此相反，在学校环境中，或在教学中，关于这些资源的潜力和可行性的讨论仍然是非协商一致的讨论主题。当这种背景是高等教育，特别是本科课程时，情况就更糟了，正如我们在本文中所做的研究所表明的那样。在微分学和积分学等学科中，数字技术（DT）可以有助于探索与研究和可视化相关的方面。例如，GeoGebra增强现实等应用程序增强了对函数图的探索，并通过移动允许分析不变量，有利于概念理解。正如我们在为数学学位课程的学生提出的一项活动中看到的那样，该应用程序允许学生之间的互动，并使他们能够进行探索，从而为微积分学科的内容赋予意义。因此，这就是我们在本文中讨论的主题，用现象学的立场来揭示DT对我们构成知识的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Mathematics Enthusiast MATHEMATICS-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.