Immersive educational technologies as a part of the immersive mathematical environment of a student

- Rashevska, N.V. (orcid.org/0000-0001-6431-2503) (2024) Immersive educational technologies as a part of the immersive mathematical environment of a student In: Immersive Technologies in Education : Proceedings of the 4th International Scientific and Practical Conference, Kyiv, April 30 2024 . ІЦО НАПН України, м. Київ, Україна, pp. 36-39. ISBN 978-617-8330-36-1

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Abstract

The paper provides an interpretation of the concept of "immersive technologies for mathematics education." The advantages of using immersive technologies in the mathematics teaching process are identified as follows: 1) the ability to visualize material that is difficult to perceive, such as stereometric concepts, rules, and theorems; 2) conducting "personal scientific research" to form mathematical concepts, perform analysis and comparison to acquire new knowledge; 3) stimulating students to gain experience in independent work, independent research, activating cognitive activities, and adopting a creative approach to problem-solving; 4) the ability to design educational materials according to the individual needs of the student; 5) facilitating communication between participants in the learning process, support between participants, and discussion of learning outcomes; 6) providing visual results of the student's own learning activities, allowing for the correction of acquired knowledge, error analysis, and fostering a positive perception of mathematics; 7) the ability to create a personalized learning trajectory, which is a key component of the blended learning model. Despite the positive features of immersive technologies, such as the potential for immersion in the subject, which enhances motivation for learning and increases concentration and focus, some drawbacks should be noted: 1) high saturation of virtual learning material, which can quickly lead to fatigue; 2) the student's inability to develop imagination skills regarding a problem, i.e. the ability to create mental images, expecting the program to always perform this work instead; 3) the student's lack of skills in graphical interpretation of geometric problems (e.g., the inability to construct geometric figures independently).

Item Type:	Book Section
Keywords:	immersive mathematics learning technologies, immersive mathematical environment, Virtual reality, Augmented reality, institutions of general secondary education in Ukraine
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 ІКТ ( Application-oriented computer-based techniques ) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 5 Мathematics. natural sciences > 51 Mathematics
Divisions:	Institute for Digitalisation of Education > Department of Technologies of Open Learning Environment
Depositing User:	Наталя Василівна Рашевська
Date Deposited:	24 Oct 2024 11:27
Last Modified:	24 Oct 2024 11:27
URI:	https://lib.iitta.gov.ua/id/eprint/742608

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