Discuss about the Effects Of Mathematics Teaching Using Augmented.
Augmented Reality (AR) refers to the indirect or direct live view of any real world, physical environment where computers are used to generate perceptual information about the elements in question. Across several sensory modalities that include haptic, visual, olfactory, auditory, and somatosensory senses. The sensory information can be additive to a given natural environment or used to mask the natural environment to create an immersive effect in the real environment. The result is an altered perception of the physical environment. The use of interactive print in combination with AR has gained increasing popularity in education, and becoming an interesting research area. Using immersive AR technologies has been used to enhance learning in the classroom. Mathematics is one area where AR can be used to enhance learning and outcomes: this proposed research seeks to determine if indeed the use of AR can enhance learning and understanding of mathematics. After this brief introduction, this proposed research discusses the problem underpinning the proposed research, as well as the objectives and research question that will guide the research. This is followed by a discussion of the projects’ importance, and then a brief review of existing technology, followed by a discussion of the method to be used for the research. The deliverables are listed, and a time table to execute the project, using project management software suites is then described.
Mathematics is indeed a challenging subject, even for students without any learning difficulties: England, for instance, has among the largest gaps between the low and high performing pupils in mathematics, among the developed countries [1]. For students with learning difficulties, this is even a bigger problem for them (learning math skills) given that they already have a learning difficulty [2]. Students at all learning levels face challenges, or anxieties in learning math, including in higher education [3]. While technologies such as AR can help enhance learning, it is important to fully understand, using evidence based research, the exact effects of using the technology on math performance among students. Findings from previous research have been mixed, with some concluding a small but positive effect of AR on improved learning performance [4]. Further, other findings state that AR might improve learning in formal education management .
The objective of this proposed research is to determine, based on evidence, the impact that AR has on mathematics learning outcomes for students with learning difficulties in grade 12. This is to be achieved through an experimental research.
Does the use of AR in teaching math to Grade 12 Students with learning difficulties result in improved outcomes?
This research will add to the existing body of knowledge in as far as AR in formal education is concerned. This proposed research is also important in providing evidence for educators, content developers, and technology developers on whether using AR can have a significant impact on the mathematics performance of students with learning difficulties. As such, the findings will benefit policy makers in teaching of mathematics
Problem solving in mathematics is a challenge for students in Netherlands: despite the math curriculum in Netherlands being set up based on problem solving principles and underpinned by realistic math education, students still face challenges in effective problem solving. The success of the exercise has only been partially successful, with the main difficulties encountered by students being institutional factors such as textbooks and national examinations, as well as issues to do with the design of the curriculum and training [6]. The design of good tasks in problem solving characterized by originality and non-routine protocols is still lacking. As such, problem solving must be given greater attention and innovation used at the primary education level, to improve student outcomes at later stages. A qualitative study established that students face a mixture of difficulties when learning mathematics: those with difficulties in cognition, and hence have learning difficulties face further intricate problems in learning mathematics problem solving skills [6].
Concerns that students fail to develop the requisite mathematical skills at crucial stages during their learning is becoming an increasing area of concern. The problem with learning is due, in part, to teaching procedure based learning. Although there have been proposals for better methods of teaching mathematics, the research insights on why some methods work well and others do not are limited and far between: further, there is insufficient research insights on the conditions under which the different proposed methods for better teaching of mathematics result in differences in performance [7]. A research that synthesized preliminary data of students learning mathematics using AR contents established that the application of present technologies, such as AR, may solve the challenges encountered in teaching methods, methods of knowledge acquisition, and consolidation of knowledge in as far as teaching mathematics is concerned. The use of technologies such as AR should enhance better understanding of contents, subsequently leading to endogenization and internalization of mathematical knowledge in a sustained manner.
AR can encourage motivation, higher involvement, and comprehension in learning and acquiring mathematical problem solving skills, and also increase access to mathematical problem solving skills and information [8]. An assessment of the effectiveness of using AR in learning solid geometry in Taiwan using quantitative and qualitative data established that the spatial perception and students’ scores corresponded to each other; the research was conducted using an experimental approach. Further, it was found that assisted learning using technologies such as AR can enhance spatial perception of the students when learning solid geometry. It was also found that students that have low and average academic achievements also attained small and medium improvements when using AR in learning. However, the outcomes for high achieving academic students in using AR for solid geometry learning were found to be insignificant [9].
The preceding passages show that technologies such as AR can be beneficial to students with learning difficulties of low to medium academic achievements. The conventional learning processes will soon be affected by technologies such as AR: AR has the potential of changing the timing and location of studying, and also has the potential of introducing new additional ways and methods for learning. The capabilities inherent in AR can make classes more immersive and make information easier to understand. Education processes are all about interaction and creativity; AR offers great opportunities in which the twin aspects (of interaction and creativity) can be achieved and enhance for better learning outcomes. The high penetration and using of technology devices such as smart phones and tablets as well as computers can greatly help in tapping AR for enhanced learning outcomes. Many young people use these technological gadgets regularly, and so are used to technology. AR in education, especially for students with difficulties in learning can better be incorporated in enhancing their math and problem solving skills in math easily. The challenge is that young people use these gadgets less often for studying: incorporating AR in learning mathematics using these technology platforms has the potential to encourage learning.
This proposed research will use an experimental research design, using primary quantitative data and qualitative analyses to meet the objectives of this research, and exhaustively answer the research question. The experimental research is on where the researcher manipulates a given variable, while the rest of the variables are controlled and/ or randomized. The research is done in such a way that there is a control group, with the participants (subjects) being randomly assigned between the groups. The effects of the treatments are tested only one at a time in the groups. For this research, the experiment will be done by incorporating AR in learning mathematics for students with learning difficulties. Specifically, students in grade 12 that have been classified as having difficulties in learning will be used; the students will be selected randomly and assigned to two groups.
One group will be the control group, in which normal methods of teaching mathematics will be used. The other group will have the treatment administered to them, with AR used to teach the students basic calculus. The students will then be tested, after being given the treatments (the control and test group), and the results evaluated. Randomization is used to offer all possible participants an equal chance for selection. This will ensure the validity and reliability of the research findings. The results will then be analyzed using statistical and graphical methods, with tests of significance and ANOVA doe to answer the research question and determine if AR can significantly enhance mathematical learning outcomes for students with learning difficulties at grade 12..
This project will determine, using experimental results, whether the use of AR in teaching mathematics to students with learning difficulties has significant improvements in the outcomes of the students. The experimental data will be evaluated statistically to come up with a conclusion that answers the research question.
The research will be conducted as per the time table below, which is the work breakdown structure for this research; the time table has been developed with the use of MS Project 2010 version, which will be used to monitor the progress of the execution of the project (See Appendices I and II).
|
Number |
Task |
Cost in £ |
|
1 |
Stationery |
50 |
|
2 |
Software |
200 |
|
3 |
Travel |
100 |
|
4 |
Logistics |
200 |
|
5 |
Experimental room and setup |
200 |
|
6 |
Miscellaneous |
100 |
|
Total (Estimated) |
850 |
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