Abstract:

Certain mathematical concepts, such as geometry, can utilize visual representations in enhancing the learning efficiency. Since augmented reality (AR) is a strong tool of projecting virtual entities on real-world environments, they are currently being integrated in the learning activities of math subjects in many schools and universities. However, the potentials that augmented reality technology has do not all fit in the mathematical learning domain, since several math concepts can be considerably abstract. Moreover, the integration of this technology in schools and universities requires the study of the willingness of students, teachers and teaching administrations to adopt AR methods in math lectures. This can be related to several factors, ranging from the acceptance of new teaching approaches, to the cost of required equipment, for example.

In this paper, we perform a survey study on the possibilities and limitations of integrating augmented reality methods in teaching math subjects in high-schools in Iran. Targeted participants in the survey include teachers, teaching administrations and students. We have designed and implemented a questionnaire covering the main pillars of introducing augmented reality in a mathematics classroom. The collected data from the survey addresses the challenges that can face this integration. It also points out the level of willingness and acceptance for adopting this technology in this particular domain. Results of this survey highlight suggestions that can support the utilization of this technology in math learning activities, as well as mitigation measures that may support math educators in integrating augmented reality in their classrooms.

Keywords:

Math Education, Augmented Reality, Application and Limitation Survey.