Initial and Continuing Training of Mathematics Teachers in the Context of Augmented Reality

Abstract

We report results on the elaboration and application of a project for training Mathematics teachers to use digital technologies and propose innovative actions. The aim is to identify contributions to the teachers’ formative process from the reflections during their participation in two workshops held in the Augmented Reality (AR) context. We analyzed the teachers’ performance in the activities, considering aspects of the expansive cycle from the perspective of Engeström (1987). Recently, research and practice have shown that the use of technology can play a relevant role in the understanding of mathematical content. The teacher must be prepared to use digital information and communication technologies - TDIC to improve the teaching and learning of mathematical content. Being a current technology, many teachers are unaware of its importance to AR as a pedagogical practice. We discuss two proposals for initial and continuing education workshops, in the context of AR, through the handling of solids. The participants were teachers in training and teachers at elementary school II. The AR applications used were Augment and GeoGebra 3D with AR. The teaching proposal aroused the interest of teachers for the ability to teach in a fun and comfortable way for the student.