Abstract:

Polyhedron nets are a subject of significant difficulty in many students' learning of geometry, especially when transitioning from two-dimensional representations like nets to three-dimensional solids. A recent investigation identified this particular subject area as an example of where students frequently experience difficulty in terms of spatial visualization, and therefore, this investigation has developed a teaching intervention to assess the educational potential of Polydron and augmented reality in enhancing students' understanding of geometry.

This investigation seeks to answer the research question: What is the effect of utilizing the manipulative material Polydron and augmented reality upon 5th-grade students' learning of polyhedron nets?

In order to achieve this goal, three specific objectives have been defined:
1) Analyze the contributions of Polydron toward the learning of polyhedron nets;
2) Examine the role of augmented reality in facilitating the student's ability to understand the relationship between the net and the solid;
3) Characterize the students' perception of the contributions of these resources toward their learning of geometry.

The design of the intervention involved conducting five instructional sessions centered around the exploration of cube nets, identifying prisms from pyramids, and identifying adjacent and opposite faces. These sessions were intentionally constructed to provide a progression of coordination between two-dimensional representations and three-dimensional representations from concrete manipulation to the analysis of spatial relationships and then more abstract geometric reasoning.

Data has been collected through the administration of pre- and post-assessments, direct classroom observations facilitated through the use of an observational grid, students' self-assessment records, opinion surveys, and pre- and post-intervention interviews with the cooperating teacher.

The findings of this study indicate that both Polydron and augmented reality can facilitate students' understanding of polyhedron nets by making the relationship between two-dimensional representations and three-dimensional structures more apparent. Additionally, the data suggests that AR functions not only as a visual aid for students but also as a validation and refinement of students' spatial hypotheses.

Although this study is limited due to the small scale nature of the study and the short duration of the intervention, the study provides additional insight into the ways in which physical and digital tools may be used to enhance the teaching and learning of geometry in elementary education.

Keywords:

Polyhedron nets, polydron material, augmented reality, spatial visualisation, 5th grade.