Negotiating Spatial Congruence While Performing Rigid Transformations in Virtual Reality Mathematics Classrooms (Poster 24)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Learning Sciences SIG Poster Session 2: Co-Design, Math, Science, and Language Learning

Abstract

In traditional math classrooms, students learn to perform rigid transformations on coordinate planes printed on sheets of paper. In this context, students are all oriented towards the coordinate plane in the same manner. However, in virtual reality (VR) math classrooms, students can be standing in any number of positions around a coordinate plane. In this context, students can become spatially incongruent (DeLiema et al., 2021). In this research, we investigate how tutors and students recognize spatial incongruence and work to collaboratively achieve spatial congruence. Drawing on techniques from interaction analysis, we identified two cases where a tutor pointed out and reconciled spatial incongruence amongst her students. We work towards identifying a typology of strategies for managing spatial incongruence in VR.

Authors

• Maximilian Sherard, University of North Texas

• Candace A. Walkington, Southern Methodist University

• Prajakt Pande, Southern Methodist University

• LeaAnne Daughrity, Southern Methodist University

• Theodora Beauchamp, Southern Methodist University

• Anthony Cuevas, Southern Methodist University