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Augmented and virtual reality in mat...

International Symposium on Augmented and Virtual Reality ((2022 :)

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Augmented and virtual reality in mathematics education = International Symposium on Augmented and Virtual Reality 2022 /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Augmented and virtual reality in mathematics education/ edited by Frederik Dilling, Ingo Witzke.
Reminder of title:	International Symposium on Augmented and Virtual Reality 2022 /
other author:	Dilling, Frederik.
corporate name:	International Symposium on Augmented and Virtual Reality
Published:	Wiesbaden :Springer Fachmedien Wiesbaden : : 2024.,
Description:	xi, 163 p. :ill., digital ;24 cm.
[NT 15003449]:	Immersive Learning, Immersive Education, and Immersive Teaching - A Note on Terminology, Correlates, and Classroom Integration -- Specification of AR experiences in mathematics education - from interactive digital worksheets to the three-dimensional coordinate system and new perspectives in modeling -- Augmented Reality and Virtual Reality for Teaching Mathematics: A Systematic Review of Current Developments -- VR STEM Trail: a math trail-based STEM Education using virtual reality technology for learning mathematical modelling -- GeoGebra Augmented Reality with mathematics undergraduate students: a computational fuzzy semiotics analysis -- Action-based embodied learning through marker-based AR - Design of a geometry app -- Verbal and nonverbal communication during VR experiences - a case study on analytic geometry -- Fostering Algorithmic Thinking in Mathematics Education With AR -- GeoGebra AR in Cooperative Settings.
Contained By:	Springer Nature eBook
Subject:	Mathematics - Congresses. - Study and teaching -
Online resource:	https://doi.org/10.1007/978-3-658-45271-1
ISBN:	9783658452711

Augmented and virtual reality in mathematics education = International Symposium on Augmented and Virtual Reality 2022 /
Augmented and virtual reality in mathematics educationInternational Symposium on Augmented and Virtual Reality 2022 /[electronic resource] :edited by Frederik Dilling, Ingo Witzke. - Wiesbaden :Springer Fachmedien Wiesbaden :2024. - xi, 163 p. :ill., digital ;24 cm. - MINTUS - Beiträge zur mathematisch-naturwissenschaftlichen Bildung,2661-8079. - MINTUS - Beiträge zur mathematisch-naturwissenschaftlichen Bildung..

Immersive Learning, Immersive Education, and Immersive Teaching - A Note on Terminology, Correlates, and Classroom Integration -- Specification of AR experiences in mathematics education - from interactive digital worksheets to the three-dimensional coordinate system and new perspectives in modeling -- Augmented Reality and Virtual Reality for Teaching Mathematics: A Systematic Review of Current Developments -- VR STEM Trail: a math trail-based STEM Education using virtual reality technology for learning mathematical modelling -- GeoGebra Augmented Reality with mathematics undergraduate students: a computational fuzzy semiotics analysis -- Action-based embodied learning through marker-based AR - Design of a geometry app -- Verbal and nonverbal communication during VR experiences - a case study on analytic geometry -- Fostering Algorithmic Thinking in Mathematics Education With AR -- GeoGebra AR in Cooperative Settings.

Augmented and virtual reality (AR/VR) are technologies of increasing importance in our society. In the field of mathematics education, these innovative technologies may offer a wide range of opportunities to support immersive, individual, and active learning processes. At the same time, many new challenges arise that need to be mastered by teachers and students in the classroom. With this book we want to contribute to the discourse by presenting innovative insights by bringing parties from research and practice together. The papers cover a wide range of relevant topics including cooperation and communication, STEM and modelling, development and application of design criteria, spatial geometry and imagination or teacher-trainings. The contributions include in-depth theoretical considerations, concrete developed applications and learning environments, and findings from empirical studies. The Editors Dr. Frederik Dilling is a research associate in mathematics education at the University of Siegen. His research focuses on digitization and interdisciplinarity in mathematics education. Prof. Dr. Ingo Witzke is professor for mathematics education at the University of Siegen. His research group investigates the development of mathematical knowledge in empirical contexts.

ISBN: 9783658452711

Standard No.: 10.1007/978-3-658-45271-1doiSubjects--Topical Terms:

3614150
Mathematics
--Study and teaching--Congresses.

LC Class. No.: QA16

Dewey Class. No.: 510.71

Augmented and virtual reality in mathematics education = International Symposium on Augmented and Virtual Reality 2022 /
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520 $a Augmented and virtual reality (AR/VR) are technologies of increasing importance in our society. In the field of mathematics education, these innovative technologies may offer a wide range of opportunities to support immersive, individual, and active learning processes. At the same time, many new challenges arise that need to be mastered by teachers and students in the classroom. With this book we want to contribute to the discourse by presenting innovative insights by bringing parties from research and practice together. The papers cover a wide range of relevant topics including cooperation and communication, STEM and modelling, development and application of design criteria, spatial geometry and imagination or teacher-trainings. The contributions include in-depth theoretical considerations, concrete developed applications and learning environments, and findings from empirical studies. The Editors Dr. Frederik Dilling is a research associate in mathematics education at the University of Siegen. His research focuses on digitization and interdisciplinarity in mathematics education. Prof. Dr. Ingo Witzke is professor for mathematics education at the University of Siegen. His research group investigates the development of mathematical knowledge in empirical contexts.
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