TEACHING GEOMETRIC SOLIDS IN YOUTH AND ADULT EDUCATION USING AUGMENTED REALITY
DOI:
https://doi.org/10.12957/periferia.2025.84606Keywords:
Augmented Reality; , Geometric solids; , Teaching Mathematics; , Youth and Adult Education.Abstract
The present study analyzes the impact of Augmented Reality (AR) on the teaching of geometric solids in Youth and Adult Education (EJA), aiming to understand not only its technical feasibility but also its contribution to meaningful and contextualized learning. A qualitative study was conducted with 8th and 9th-grade students in the EJA modality, aged between 18 and 50 years, using practical activities and the Sólidos RA application to explore geometric concepts. The results indicate that AR, in addition to providing an innovative and engaging approach, enables the reinterpretation of mathematical concepts by bringing them closer to students' reality. The technology facilitated the understanding of geometric solids by offering interactive three-dimensional visualization, allowing students to establish connections between mathematical concepts and their real-world applications. However, it was observed that the effectiveness of AR in EJA education cannot be reduced to the memorization of nomenclatures and classifications; it is essential to consider its potential to stimulate critical thinking and student autonomy. Thus, the integration of AR into the teaching of geometric solids in EJA emerges as a potentially transformative tool, extending beyond the technological aspect to promote a more contextualized, engaging, and meaningful educational experience.
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