Abstract
The paper focuses on a case study in which three Israelian students are engaged in an Augmented Reality activity. By wearing special glasses, the involved students see mathematical semiotic representations juxtaposed to the real incline plane experiment (Galileo law). The virtual AR signs consist in a table and a graph made with the data caught from the Galileo experiment. Students are supposed to make sense of these virtual data guided by some questions contained in a worksheet task. Our hypothesis is that in order to connect and make sense of the semiotic representations observed within AR environment, students develop an inquiry approach to mathematics.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 10th Topic Conference MEDA 2020 |
| Pages | 295 |
| Number of pages | 1 |
| State | Published - Sep 2020 |