04008nam a22004455i 4500001001800000003000900018005001700027007001500044008004100059020003700100024003500137050001200172072001500184072002300199072001400222245019100236250001800427264008500445300004300530336002600573337002600599338003600625347002400661490008700685505094500772520128801717650002403005650004603029700008703075700008203162710003403244773002603278776003603304776003603340830009403376856004603470912001403516912001503530999001703545978-3-658-45271-1DE-He21320251030114627.0cr nn 008mamaa241213s2024 gw | s |||| 0|eng d a97836584527119978-3-658-45271-17 a10.1007/978-3-658-45271-12doi 4aQA1-939 7aPB2bicssc 7aMAT0000002bisacsh 7aPB2thema10aAugmented and Virtual Reality in Mathematics Educationh[electronic resource] :bInternational Symposium on Augmented and Virtual Reality 2022 /cedited by Frederik Dilling, Ingo Witzke. a1st ed. 2024. 1aWiesbaden :bSpringer Fachmedien Wiesbaden :bImprint: Springer Spektrum,c2024. aXI, 163 p. 56 illus.bonline resource. atextbtxt2rdacontent acomputerbc2rdamedia aonline resourcebcr2rdacarrier atext filebPDF2rda1 aMINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung,x2661-80790 aImmersive Learning, Immersive Education, and Immersive Teaching – A Note on Terminology, Correlates, and Classroom Integration -- Specification of AR experiences in mathematics education – from interactive digital worksheets to the three-dimensional coordinate system and new perspectives in modeling -- Augmented Reality and Virtual Reality for Teaching Mathematics: A Systematic Review of Current Developments -- VR STEM Trail: a math trail-based STEM Education using virtual reality technology for learning mathematical modelling -- GeoGebra Augmented Reality with mathematics undergraduate students: a computational fuzzy semiotics analysis -- Action-based embodied learning through marker-based AR – Design of a geometry app -- Verbal and nonverbal communication during VR experiences – a case study on analytic geometry -- Fostering Algorithmic Thinking in Mathematics Education With AR -- GeoGebra AR in Cooperative Settings. aAugmented and virtual reality (AR/VR) are technologies of increasing importance in our society. In the field of mathematics education, these innovative technologies may offer a wide range of opportunities to support immersive, individual, and active learning processes. At the same time, many new challenges arise that need to be mastered by teachers and students in the classroom. With this book we want to contribute to the discourse by presenting innovative insights by bringing parties from research and practice together. The papers cover a wide range of relevant topics including cooperation and communication, STEM and modelling, development and application of design criteria, spatial geometry and imagination or teacher-trainings. The contributions include in-depth theoretical considerations, concrete developed applications and learning environments, and findings from empirical studies. The Editors Dr. Frederik Dilling is a research associate in mathematics education at the University of Siegen. His research focuses on digitization and interdisciplinarity in mathematics education. Prof. Dr. Ingo Witzke is professor for mathematics education at the University of Siegen. His research group investigates the development of mathematical knowledge in empirical contexts. 0aMathematics.96552314aGeneral Mathematics and Education.9736871 aDilling, Frederik.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt9891861 aWitzke, Ingo.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt9891872 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978365845270408iPrinted edition:z9783658452728 0aMINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung,x2661-807998918840uhttps://doi.org/10.1007/978-3-658-45271-1 aZDB-2-SMA aZDB-2-SXMS c65849d65849