Mathematics Teacher's Understanding of Teaching and Learning with Augmented Reality

Abstract

The objective of this text is to present ways for Basic Education teachers to understand teaching and learning Mathematics with Augmented Reality. To this end, part of the data from a post-doctoral research, constituted in a teacher formation group, is discussed. In the group, four Mathematics teachers from a full-time public school in the state of São Paulo, Brazil, participated. The actions in the group followed a practice known as lesson study with weekly meetings that took place at the school where the teachers teach. In these meetings, classes were planned, carried out and discussed, whose Mathematics tasks are explored with an Augmented Reality application, GeoGebra Calculadora 3D. The stance taken to conduct research activities and data analysis was phenomenological qualitative. The meetings were filmed and later transcribed to create the data. The results discussed in this text indicate that teachers understand that working with Augmented Reality favors visualization, but mainly the experience of depth. In the movement of the student who carries out explorations, perspectives open up that, in the coexistence of profiles, found meaning.

Mathematics Education; Teacher formation; GeoGebra; Lesson Study