Skip to main navigation menu Skip to main content Skip to site footer
×
Español (España) | English
Editorial
Home
Indexing
Review

Teaching strategies based on augmented reality for the understanding of theorems and proofs in mathematics courses for higher education students

By
Daniel Gustavo Parrales Mendoza ,
Daniel Gustavo Parrales Mendoza

Universidad Laica Eloy Alfaro extensión Pedernales, Pedernales, Ecuador

Search this author on:

PubMed | Google Scholar
Carlos Alfredo Hernández Dávila ,
Carlos Alfredo Hernández Dávila

Universidad Técnica de Ambato, Ambato, Ecuador

Search this author on:

PubMed | Google Scholar
Alex Rolando Moyota Paguay ,
Alex Rolando Moyota Paguay

Escuela Superior Politécnica de Chimborazo, Riobamba, Ecuador

Search this author on:

PubMed | Google Scholar
Fabián Roberto Allauca Pancho ,
Fabián Roberto Allauca Pancho

Escuela Superior Politécnica de Chimborazo, Riobamba, Ecuador

Search this author on:

PubMed | Google Scholar

Abstract

The object of this study is to explore how teaching strategies based on increased reality can improve the understanding of theories and demonstrations in mathematics courses for higher education students. Realized an exhaustive revision of the academic literature relative to the use of the increased reality in the teaching of mathematics. We identify and analyze studies that investigate the impact of reality increased in the understanding of abstract mathematical concepts, as well as in the motivation and compromise of students. In addition, we will examine specific applications of increased reality used in educational contexts to teach theorems and demonstrations. The results reveal that the teaching strategies are based in reality and offer many benefits for the understanding of theorems and demonstrations in mathematics courses for higher education students. These benefits include improved visualization of abstract concepts, greater interaction and active participation, adaptability to the individual needs of students, immediate feedback and greater motivation and compromise. In combination, these results suggest that the increased reality has the potential to significantly transform the form into which one teaches and learns the mathematical concepts in higher education institutions.

How to Cite

1.
Parrales Mendoza DG, Hernández Dávila CA, Moyota Paguay AR, Allauca Pancho FR. Teaching strategies based on augmented reality for the understanding of theorems and proofs in mathematics courses for higher education students. Salud, Ciencia y Tecnología [Internet]. 2024 Jul. 8 [cited 2024 Jul. 15];4:1279. Available from: https://revista.saludcyt.ar/ojs/index.php/sct/article/view/1279

The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.

Article metrics

Google scholar: See link

Metrics

Metrics Loading ...

The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.