Fostering Spatial Visualization Through Augmented Reality in Calculus Learning
Fostering Spatial Visualization Through Augmented Reality in Calculus Learning
复制标题
通过微积分学习中的增强现实促进空间可视化
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
E. Quintero
中科院分区：
文献类型：
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作者：
P. Ramirez;P. Salinas;E. G. Mendívil;E. Quintero
我们是教育创新团队的一员，该团队旨在通过整合数字技术来改变微积分的教与学。我们希望培养一种视觉和有形的数学学习。作为一个教育研究团队，我们关心发展数学认知技能，这些技能在课程中没有明确规定，但被认为是理所当然的。其中大多数是理解数学的基础，在解决问题的过程中很有用。例如，空间可视化一直被认为是学生的一种天生的技能，然而，教授革命固体的经验可能会质疑这是否真的是这样。我们确定空间可视化是一个跨课程的内容，并承担设计一个教育技术资源的任务，以提高这一技能。我们研究了增强现实技术对学习微积分的好处。本文的目的是介绍我们开发的AR应用程序，以促进空间可视化。将讨论其作为教育资源的设计元素，以便将其应用于大学普通微积分I， II和III课程。在本文中，我们想要分享应用程序设计作为一个整体的方面，但将深化在微积分II级，其中旋转固体的可视化发生。最后，我们与学生分享我们的经验，并为当代和后代寻找更好的学习经验。
We are part of a team of educational innovation that aims to transform the teaching and learning of Calculus through the integration of digital technologies. We are looking to foster a visual and tangible learning of Mathematics. As a team of educational research we care for developing mathematical cognitive skills that are not explicit in curriculum but have been taken for granted. Most of them is basic to the understanding of mathematics and are useful in the process of problem solving. Spatial visualization, for example, has been taken as an innate skill in students, however, experience with teaching solids of revolution, may question whether this is really the case. We identify spatial visualization as a cross-curriculum content and take the task of designing an educational technological resource to improve this skill. We have investigated the benefits of Augmented Reality technology for learning Calculus. The purpose of this paper is to present the AR Application we have developed to promote spatial visualization. Elements of its design as educational resource will be discussed in order to situate its use in ordinary Calculus I, II and III courses at college. In this paper we want to share aspects about application design as a whole, but will deepen in Calculus II level, where the visualization of solids of revolution takes place. Finally we share the kind of experience we have had with students and looking for better learning experiences for current and future generations.