Augmented Reality for the strengthening of spatial geometric mathematical thinking
DOI:
https://doi.org/10.15765/cg8kkn05Keywords:
Geometry, augmented reality, spatial geometric thinkingAbstract
The ninth-grade students of the El Sagrado Corazón de Jesús Hermanas Bethlemitas School (Bucaramanga-Colombia) present low academic performance in spatial geometric mathematical thinking. In this context, a didactic strategy supported by an augmented reality application was designed, from a mixed approach, descriptive scope, and type of quasi-experimental design in groups 9-1 and 9.2. To do this, a methodology was followed that included the diagnosis, designs, implementation, and evaluation phases. The results of the entry and exit tests were 60 and 85 points respectively; the student t hypothesis test with a significance level of 5% yielded values lees than 0.1%, rejecting the null hypothesis. In this sense, there is a statically significant difference between the entry and exit test. Consequently, it is concluded that the pedagogical intervention generated a significant effect in strengthening mathematical and geometric spatial thinking in ninth grade students.
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