Understanding the potential of Augmented Reality to improve Mathematical Education

Abstract

Since Augmented Reality (AR) has the potential to completely transform conventional teaching methods, it is highly significant in the field of mathematics education. Its ability to enhance visualization by providing dynamic and interactive representations of complex mathematical ideas is one of its main advantages. The purpose of the study is to evaluate their awareness and attitude toward the use of AR in math education. The study employed the descriptive survey method. 122 upper primary mathematics teachers from the Coimbatore district are the subjects of the current study. There were 66 female and 56 male math teachers in the study sample. Therefore, based on mean scores, there is no discernible difference in the Awareness score between gender, years of experience, and educational attainment. While there is no discernible difference in years of experience or educational attainment, there is a significant gender difference when looking at the Attitude score. The study’s conclusions point to a possible paradigm change in instructional strategies as AR becomes a game-changing tool for improving student learning. Additionally, the study suggests that curriculum modifications are necessary to smoothly integrate AR and bring instructional materials into line with the quickly changing technology environment.