Universidade de TrĂ¡s-os-Montes e Alto Douro (PORTUGAL)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 8560-8564
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.1731
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
Over the past few years, the teaching and learning of mathematics have undergone several changes, not only in terms of content, but mainly in terms of objectives and methodologies. Currently, it is intended that students participate in numerous and varied experiences that stimulate their taste and pleasure for mathematics, that encourage them to conjecture, explore and learn from mistakes. Allied to these changes is also the use of new technologies in mathematics education.

Geometry is one of the areas of mathematics where the use of technologies is an asset, since it influences the way geometry is taught and learned. Throughout elementary school, students are expected to develop the notions of spatial sense and visualization, which are considered essential aspects in the teaching of geometry. Spatial visualization involves the ability to imagine the movement of objects and spatial forms, such as the construction and manipulation of mental representations of two- and three-dimensional objects and the perception of an object from different perspectives. In the essential learning defined for the subject of mathematics it is stated that students should develop visualization skills through concrete experiences with a diversity of geometric objects and with technologies, rotating, turning, sliding, shrinking and deforming two- and three-dimensional objects. Technological tools provide access to powerful visual models. In this way, technology enriches the extent and quality of research in geometry by providing a means of visualizing geometric notions from different perspectives.

In this sense, the use of augmented reality in the teaching and learning of mathematics is a very important tool, because if well applied it promotes the development of numerous skills by students, making them more autonomous and builders of their own knowledge. Augmented reality environments allow students to interact with the real and virtual worlds, exploring objects, performing tasks, learning concepts, and developing skills.

The purpose of this article is to present a proposal for a task, based on the Metaverse augmented reality program that can be applied in 6th grade mathematics classes of the 2nd cycle of basic education (In the Portuguese education system in the 2nd cycle of basic education the students have11 to 12 years-old) in the unit "Geometric solids. Volumes", in which several contents are covered, such as the classification of solids into polyhedra and non-polyhedra; classification of prisms and pyramids, as well as their properties; the planification of solids and the calculation of volumes. The development of this task is due to the fact that most students feel difficulties in the theme of spatial geometry, that is, in the visualization and interpretation of spatial geometric shapes.
Geometry teaching, spatial visualization, augmented reality, Metaverse.