Realidade aumentada no ensino e aprendizagem dos sólidos geométricos

Abstract

This qualitative research follows the experimental research approach and looks at how undergraduate mathematics students use Augmented Reality (AR) to teach and learn geometric solids. The investigation subjects are students enrolled in the Mathematics teaching degree programs offered by the Federal University of Pelotas on a full-time, nighttime, and distance learning basis. The text discusses Geometry Teaching and Learning, Immersive Technologies, and Raymond Duval's Theory on the Record of Semiotic Representation. Participants were required to follow a didactic sequence about geometric solids using Augmented Reality by attending a distance-training course. Data was collected throughout the course using registration forms, evaluation forms, assignments, activities, observation of synchronous classes, and the researcher's field notes. Based on Bardin's content analysis, the following categories were observed: Infrastructure and access to technologies, which analyzes the issues concerning the difficulty to access the technologies used; Training in Geometry, which analyzes issues related to training in Geometry and the use of technologies; and Students' Perceptions of AR, which analyzes how students perceive AR. Results showed that students perceive Augmented Reality as enhancing the teaching and learning of geometric solids because of the visualization it provides. In addition to the appropriation by students of the 3D Calculator, through the instrumented action developing the semiotic mediation process.