Аннотация
The present study addresses a notable gap in the current pedagogical research by rigorously examining the impact of Augmented Reality (AR) on mathematics education, specifically focusing on two-dimensional (2D) plane geometry construction tasks. Our primary aim is to discern and articulate the unique contributions of AR as a pedagogical tool in this domain. Employing a quasi-experimental design, we engaged with 141 high school students, dividing them into two distinct groups: one receiving instruction through AR tools and the other via traditional teaching methods. Performance metrics were derived from pre- and post-construction tests as well as an attitudinal survey gauging students’ perceptions of AR. Our findings reveal that the AR-facilitated group showcased a marked improvement in post-test scores and exhibited a more positive attitude towards AR technology compared to the traditionally taught cohort. This point towards AR’s potential to significantly elevate comprehension and engagement levels in 2D geometry construction. The study further highlights the transformative potential of AR in bolstering students’ enthusiasm and curiosity in mathematical endeavors. The results presented herein emphasize the pressing need for extended research to gauge AR’s broader and sustained effects in mathematics education and its applicability across various mathematical disciplines.