Manuscript received June 29, 2023; revised July 26, 2023; accepted September 12, 2023.
Abstract—The present study addresses a notable gap in the
current pedagogical research by rigorously examining the
impact of Augmented Reality (AR) on mathematics education,
specifically focusing on two-dimensional (2D) plane geometry
construction tasks. Our primary aim is to discern and articulate
the unique contributions of AR as a pedagogical tool in this
domain. Employing a quasi-experimental design, we engaged
with 141 high school students, dividing them into two distinct
groups: one receiving instruction through AR tools and the
other via traditional teaching methods. Performance metrics
were derived from pre- and post-construction tests as well as an
attitudinal survey gauging students’ perceptions of AR. Our
findings reveal that the AR-facilitated group showcased a
marked improvement in post-test scores and exhibited a more
positive attitude towards AR technology compared to the
traditionally taught cohort. This point towards AR’s potential to
significantly elevate comprehension and engagement levels in 2D
geometry construction. The study further highlights the
transformative potential of AR in bolstering students’
enthusiasm and curiosity in mathematical endeavors. The
results presented herein emphasize the pressing need for
extended research to gauge AR’s broader and sustained effects
in mathematics education and its applicability across various
mathematical disciplines.
Index Terms—Construction problem, dynamic learning
environment, education, plane geometry, visualization
The authors are with NCJSC, Higher School of Natural Sciences and
Pedagogy, Mukhtar Auezov South Kazakhstan University, Shymkent,
Kazakhstan.
*Correspondence: elmiratursynkul@gmail.com (E.T.)
Cite: Elmira Tursynkulova* and Nurlybay Madiyarov, "Applying Dynamic Geometry Environment Software as a Visualization Tool for Teaching Planimetry Construction Tasks," International Journal of Information and Education Technology vol. 13, no. 12, pp. 1950-1958, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).