Augmented Reality as a Supporting Tool for Building Mathematical Knowledge: The Case of Parallel Projection, Perpendicular Projection, and Representation of a Figure in Space

Abstract

In the 11th-grade Vietnamese Mathematics Curriculum, content on parallel and perpendicular projection, and the representation of figures in space poses significant challenges for students due to the abstract nature of spatial geometry and limitations in spatial imagination. This study utilizes action research methods and GeoGebra 3D Calculator software to design AR-enhanced learning experiences aimed at addressing these difficulties. The study was conducted with 32 11th-grade students. To evaluate the effectiveness of the intervention, a historical comparison was made with the academic results of a cohort from the previous year (n=40) who studied the same unit using traditional methods. The results demonstrate that the use of Augmented Reality (AR) effectively establishes a connection between reality and abstract knowledge. Critically, the post-test scores of the AR-assisted group (M = 8.2, SD = 1.1) were significantly higher than those of the historical control group (M = 6.5, SD = 1.5), with a large effect size (t (70) = 5.43, p < 0.001, Cohen's d = 1.24). This significant improvement, while acknowledging the limitations of a historical comparison, strongly suggests that the AR-based learning design contributed to a deeper understanding. The study concludes that applying AR in teaching helps students understand and more effectively construct new knowledge about projections and representations in space, highlighting its potential as a powerful pedagogical tool despite challenges in implementation.