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Inotebook sdn bhd2/24/2023 ![]() ![]() Sixty students participated in a pedagogical sequence of tasks that had been designed to help them appropriate the relations between a function and its derivative. In this article, we discuss the dynamic digital software SimCalc MathWorlds and its potential to promote dialogue in the first calculus course for engineering students at Tecnológico de Monterrey, México. Conclusions about the changes that the use of this technology could bring for spatial visualization development will be suggested. The solids of revolution application will then be exposed focusing in the affordances that are considered in the learning design. The decisions to perform a vision-based use that involves dynamical visualizations are supported with the idea of the creation of an immersive experience. After giving some elements to understand the perspective created for innovation in the pedagogy of mathematics, the perspective used for the design of the augmented reality application will also be explained. A multidisciplinary team that must get involved in the field of interaction design and human computer interaction supports the integration of this technology. In this paper is discussed an approach for the use of augmented reality in mathematics education that takes advantage of affordances in this technology to offer a tangible experience when interacting with solids of revolution. To transform the learning of Mathematics, to make it an interesting and attractive experience in addition to being useful for the development of mathematical skills, is the target that keeps us together as a TEAM: Tecnología Educativa para el Aprendizaje de las Matemáticas. Beside the motivational aspects that stand out, the usefulness of the integration of visualization within the learning process is what motivates us to develop qualitative inquiry that could provide feedback about the cognitive event promoted by the interaction with this kind of didactical resources. These experiences allowed the improvement of the application and the design of a didactical activity using it. Two experiences with students have been conducted in order to appreciate the impact of the application's use in the first level, both inside and outside classroom. The application considers three levels that could be identified with content in the three first calculus courses in college from 2D to 3D, solids of revolution and 3D surfaces. All of them participating collaboratively in a creative process for the construction of a didactical resource today we're able to share. The necessity of gathering experts using graphical design software, programmer specialists and mathematicians skilled in Mathematics Education appeared since the beginning. The experience we share here considers the production of an Augmented Reality Application which purpose is to promote the spatial visualization skill. ![]() We want to make something about this issue and took on the task of designing an educational resource improving the development of these skills. We focus on the development of certain skills that have not been explicit in the curriculum but nevertheless are important when you deal with mathematics. The presence of emergent technologies - like Augmented Reality - is expected when the emphasis in visual aspects to trigger processes of mathematical thinking is assumed in these visualization skills. In this work we aim to share the experience creating a multidisciplinary team able to give alternatives to transform mathematics curriculum to foster the development of visualization skills. Several reasons also make this intention a difficult undertaking. Several reasons could be given to discuss about the importance of evaluating the potential of new digital technologies to incorporate visualization for the learning of mathematics. ![]()
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