Integration of STEAM Approach and Augmented Reality in Teaching Geometric Figure Translation
DOI:
https://doi.org/10.35575/rvucn.n74a4Keywords:
Mathematics education, Geometry, Augmented reality, STEAM, Translation of figuresAbstract
This study investigated the impact of integrating augmented reality and STEAM in teaching the translation of geometric figures. The connection between learning geometric figure translation and STEAM facilitates the transfer of knowledge to real-world environments, which in turn promotes students' development in exploring their skills in practical situations. Through a qualitative methodology and an action research design, a pedagogical proposal was implemented with fifth-grade students at a private school in Barranquilla, Atlántico. A group of 10 participants was selected through discretionary sampling. The results demonstrated positive effects on motivation, reduction of conceptual errors, and academic performance. However, challenges related to interdisciplinarity and deficiencies in previous mathematical training were identified. In conclusion, the use of 3D virtual objects to represent and manipulate geometric figures allowed for the reduction of conceptual errors and improvement of academic performance in translation tasks. Furthermore, the integration of STEAM disciplines facilitated the contextualization of teaching geometric figure translation on the Cartesian plane.
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