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

被引：0

作者：

Haas, Ben ^{[1
]}

Kreis, Yves ^{[3
]}

Lavicza, Zsolt ^{[2
]}

机构：

[1] Johannes Kepler Univ Linz, Linz Sch Educ, Linz, Austria

[2] Johannes Kepler Univ Linz, Linz Sch Educ, STEM Educ Res Methods, Linz, Austria

[3] Univ Luxemburg, Fac Humanities Educ & Social Sci, Dept Educ & Social Work, Res Area Teaching & Learning, Esch Sur Alzette, Luxembourg

来源：

INTERNATIONAL JOURNAL FOR TECHNOLOGY IN MATHEMATICS EDUCATION | 2021年 / 28卷 / 03期

关键词：

EDUCATION; CHILDREN;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：125 / 132

页数：8

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