Journal article
The Effect of an Augmented Reality Enhanced Mathematics Lesson on Student Achievement and Motivation
Journal of STEM education, Vol.16(3), p.40
08/01/2015
Abstract
Situative theorists argue that the contexts and activities in which individuals learn are fundamental to what they learn (Greeno, Collins, & Resnick, 1996). [...]we gained a perspective that allowed for analysis of learning within not only a social context (Lave & Wenger, 1991) but also powerful classroom activities utilizing tools such as discourse, technology, and AR (Putnam & Borko, 2000). Kaput (1992) reported that the use of technology in mathematics could compact technical activity while also providing opportunity for enhanced conceptual activity. [...]the use of technology can assist students in learning, exploring, and representing mathematics; however, research is needed to go beyond overall understanding of technology-enhanced mathematics and into the benefits specific to each kind of mathematical activity, technical and conceptual, within and across mathematical content areas. 2.3.
Details
- Title: Subtitle
- The Effect of an Augmented Reality Enhanced Mathematics Lesson on Student Achievement and Motivation
- Creators
- Anne EstapaLarysa Nadolny
- Resource Type
- Journal article
- Publication Details
- Journal of STEM education, Vol.16(3), p.40
- Publisher
- Institute for SMET Education and Research
- ISSN
- 1557-5276
- eISSN
- 1557-5284
- Language
- English
- Date published
- 08/01/2015
- Academic Unit
- Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984374238202771
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