Abstract:

The metaverse (a hypothetical expression of the Internet as a universal virtual world which needs to be facilitated and accessed by emerging technologies, including virtual and augmented reality (VR and AR)) is gaining attention in many fields. At the time of writing, the metaverse does not yet fully exist, as many companies are still working hard to build and develop the infrastructure; however, enthusiasm for the adoption of the metaverse can be found in the education sector. Teachers, students, and parents are already inundated with many metaverse-related technologies and resources, but the quality and appropriateness of such products and materials still needs to be addressed as there is more enthusiasm than there is empirical evidence in this field. Rather than waiting for the full implementation of the metaverse in educational contexts, it is important to examine the components that already exist (e.g., VR, AR, mixed reality, etc.) and to learn from the current use of these metaverse-related technologies and resources in mathematics education to draw conclusions about the potential use and the impact of the metaverse in mathematics education. In order to understand how transformative and innovative mathematics learning experiences could be offered by the metaverse, based on pedagogical theories, this paper seeks to explore the educational implications and possibilities of the metaverse-related resources for mathematics learning. In particular, it presents a vision of potential applications of the metaverse in mathematics education and suggests principles for creating content for effective mathematics learning in the metaverse.

Keywords:

The metaverse, VR- and AR-based mathematics learning, Technology uses in mathematics education, ChatGPT.