Case Study on Augmented Reality, Digital and Physical Modelling with Mathematical Learning Disabilities Students in an Elementary School in Luxemburg

Autor/inn/en	Haas, Ben; Kreis, Yves; Lavicza, Zsolt
Titel	Case Study on Augmented Reality, Digital and Physical Modelling with Mathematical Learning Disabilities Students in an Elementary School in Luxemburg
Quelle	In: International Journal for Technology in Mathematics Education, 28 (2021) 3, S.125-132 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Foreign Countries; Computer Simulation; Simulated Environment; Elementary School Students; Mathematics Education; Learning Disabilities; Mathematical Models; Geometric Concepts; Case Studies; Computer Peripherals; Printing; Spatial Ability; Visual Acuity; Manipulative Materials; Mathematics Skills; Computer Software; Computer Uses in Education; Luxembourg + Suchen Sie Ihr Suchwort? Ausland; Computergrafik; Computersimulation; Künstliche Umwelt; Mathematische Bildung; Learning handicap; Lernbehinderung; Mathematical model; Mathematisches Modell; Elementare Geometrie; Case study; Fallstudie; Case Study; Buchdruck; Drucken; Räumliches Vorstellungsvermögen; Optisches Differenzierungsvermögen; Hilfsmittel; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Computernutzung
Abstract	This paper reports on a case study of two elementary school students with mathematical learning disabilities (MLD) (ages 10 and 11) using augmented reality (AR), digital and physical modelling in mathematics class. MLD students worked on modelling geometric shapes (cubes, cuboids, squared pyramids, and octahedrons) and forms (polygons) by combining real-world objects with AR and creating a copy of geometric shapes or missing parts with a 3D printing device. The study focused on the development of process skills and mathematical concepts, tried to identify changes in the visual-spatial memory, and documented the learning behaviour in class. Further, we collected data through task-based interviews with both students. Based on our findings, we present settings and manipulatives which are likely to foster process skills and mathematical concepts in geometry tasks suitable for MLD elementary school students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01