Teaching strategies based on augmented reality for the understanding of theorems and proofs in mathematics courses for higher education students
DOI:
https://doi.org/10.56294/saludcyt20241279Keywords:
Reality Increased, Teaching, Mathematics, Understanding of Teoremas, Superior EducationAbstract
The object of this study is to explore how teaching strategies based on increased reality can improve the understanding of theories and demonstrations in mathematics courses for higher education students. Realized an exhaustive revision of the academic literature relative to the use of the increased reality in the teaching of mathematics. We identify and analyze studies that investigate the impact of reality increased in the understanding of abstract mathematical concepts, as well as in the motivation and compromise of students. In addition, we will examine specific applications of increased reality used in educational contexts to teach theorems and demonstrations. The results reveal that the teaching strategies are based in reality and offer many benefits for the understanding of theorems and demonstrations in mathematics courses for higher education students. These benefits include improved visualization of abstract concepts, greater interaction and active participation, adaptability to the individual needs of students, immediate feedback and greater motivation and compromise. In combination, these results suggest that the increased reality has the potential to significantly transform the form into which one teaches and learns the mathematical concepts in higher education institutions
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Copyright (c) 2024 Daniel Gustavo Parrales Mendoza, Carlos Alfredo Hernández Dávila, Alex Rolando Moyota Paguay, Fabián Roberto Allauca Pancho (Author)
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The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
