Using Virtual and Augmented Reality Goggles in Mathematics Teacher Education to Explore Algebraic Relationships

• In Event: Disrupting Normative Practices in Mathematics Education

Abstract

This study investigates the use of Extended Reality (XR), Virtual Reality (VR), and Augmented Reality (AR) in mathematics teacher education, particularly exploring algebraic relationships. VR offers fully immersive 3D environments, while AR projects virtual holograms into the real world, both of which have the potential to enhance understanding of complex concepts. Using theories of embodied cognition and gesture, this paper presents cases of 3D XR algebra activities implemented in teacher courses focusing on explorations using VR and AR applications to train teachers in these experiences. The results suggest that XR technologies have the potential to transform mathematics education by offering immersive and collaborative learning experiences, though challenges such as facilitation and technical issues need to be addressed for successful implementation.

Authors

• Julianna Washington-Henderson, Southern Methodist University

• Taylor Darwin, University of Texas at Austin

• Candace A. Walkington, Southern Methodist University