在二维平面几何教学中使用增强现实工具

N. Rashevska, S. Semerikov, N. O. Zinonos, V. Tkachuk, M. Shyshkina
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引用次数: 39

摘要

在中学教育机构中,教材的可视化是优质教材同化及其在学习过程中进一步应用的成功组成部分之一。可视化需要学校课程的主题,这是最难理解的,基本上没有在研究开始时广泛的实际应用,主要是数学对象。这就是为什么这项研究旨在分析可用于可视化几何教学的移动工具。本文以中学中班几何教学过程为研究对象。本研究的主题是在7-9年级学生的几何教学中使用增强现实工具。本研究采用了分析和论证选择移动增强现实进行数学研究等研究方法。分析显示了两种增强现实工具:ArloonGeometry和Geometry AR。为了使学生的几何教学取得学业上的成功,教师可以使用这些工具将训练材料可视化并创建问题情境。在几何课程中使用增强现实技术,正是为学生和教师之间的积极情感互动创造了这样的条件。它还为减少对几何课的恐惧和焦虑态度提供了支持。学习中的情感成分为更好地记忆教材创造了条件,促进了他们的数学兴趣,实现了他们的创造潜力,为寻找不同的几何问题的解决方法创造了条件。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using augmented reality tools in the teaching of two-dimensional plane geometry
One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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