Riding, Katherine; (2021) Can GeoGebra’s augmented reality tool provide a looking glass into a mathematical wonderland? In: Proceedings of the New Researchers Day Conference 2021. (pp. pp. 1-6). British Society for Research into Learning Mathematics

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Abstract

GeoGebra has been well researched within the mathematics education community; however, the majority of this literature does not examine the recent edition to the GeoGebra family, GeoGebra 3D Calculator with Augmented Reality (GeoGebra 3D/AR). This master’s study sought to examine how primary school students (age 7 to 12 years old) used ‘AR manipulatives’ to model familiar household objects. Due to the pandemic, the study was conducted over two ‘virtual workshops’ which propelled a second technological tool/environment to the fore; teaching, learning and researching within the ‘Zoom classroom’. Participants’ interactions were analysed qualitatively through Bruner’s enactive-iconic-symbolic framework. All young participants identified real-life objects (enactive mode), constructed virtual objects in GeoGebra 3D/AR (iconic and symbolic modes) then ‘augmented’ these AR manipulatives alongside real-life artefacts (all modes). Furthermore, the virtual workshops revealed how student-centred orchestrations such as ‘spot-and-show’ and ‘sherpa-at-work’ were extremely challenging to replicate in a remote setting.

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