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Arts & Communication Augmented reality in mathematics education

An unexpected point of interest concerned the published one article each.
countries where the studies were conducted. According We then examined which curricula using AR technology
to our results, 12 countries published these papers were featured in the studies. Geometry was the most widely
(Table 1). Spain and Austria produced the highest studied topic in mathematics (n = 12 articles), followed
number of articles (n = 5 and n = 4, respectively), and by basic/school mathematics (n = 4), while two articles
one article was coauthored by scientists from both mentioned mathematical functions as their main topic.
18
countries. Mexico and Saudi Arabia published two Finally, one article was based on an algebra curriculum and
articles each. Italy also published two articles, but one one on a mixture of algebra, geometry, and calculus (Table 2).
was cosigned with Israel. The remaining countries only Furthermore, we were interested in identifying the
educational level of the participants in these studies.
They were mostly middle-school students and teachers
(n = 5 articles). Elementary-education students follow in
four articles (n = 4), two of which concerned pupils with
learning disabilities: students with special educational
needs (SEN) and students identified through Malaysia’s
Literacy and Numeracy Screening program as requiring
additional support due to physical, cognitive, or emotional
challenges. Two studies focused on higher education
(n = 2). In the final five articles, education level was not
mentioned. The number of participants in the studies
ranged from 5 to 82 (Table 3).
Figure 2. Number of articles by year The next step was to examine the hardware used
to implement AR in the studied educational contexts.
Table 1. List of articles by country Android tablets and personal computers were the most
popular hardware tools reported, 18,19,21,22,24-26,28-31,33,34 with
Country Total References
mobile phones 18,20-22,24,25,28,29,36,37 also seeing a high rate of
China 1 19 use, which can be attributed to mobile devices’ suitability
Saudi Arabia 2 20, 21 for use in classroom environments and their accessibility,
Spain 5 18, 22-25 affordability, and portability (Table 4).
Mexico 2 26, 27 Of the methods used to evaluate the effectiveness of
Malaysia 1 28 the use of AR technology in mathematics education, the
Korea 1 29 most popular strategy adopted by the researchers was the
Ukraine 1 30 questionnaire at a rate of 45% (n = 9 articles) 19,21-23,28,29,33,36,37
Ecuador 1 31 and pre-test/post-test at a rate of 40% (n = 8). 19,20-22,23,25,31,36
19,33
32,33
Israel 1 32 Interviews, video recordings/transcriptions, and
content analysis
followed at a rate of 10% (n = 2), and
33,34
Austria 4 18, 33-35
21
5% mentioned the use of observation cards (n = 1). A
Italy 2 32, 36 further 20% of the reviewed studies did not mention the
Indonesia 1 37 evaluation method (Table 5). 18,26,27,35
The implementation of AR in the context of mathematics
Table 2. Main subject domains of the studies education resulted in various essential outcomes (Table 6).
Regarding students’ cognitive and metacognitive
Study Domains Total % References
Geometry 12 60 18, 20, 24-27, 29, 30, 33-35, 37 achievements, several studies have reported positive
outcomes from engaging students in activities within an
Algebra 1 5 28 AR teaching environment. Conceptual understanding was
Geometry, algebra, and 1 5 32 mentioned as an important effect of AR use in educational
calculus settings in many of the reviewed studies. 18,19,22,23,27,28,30,31,33-35,37
Mathematical functions 2 10 19, 22 Meanwhile, academic achievement 19,21-23,27,29,35 and the
Other (basic mathematics 4 20 21, 23, 31, 36 development of visual–spatial thinking 19,20,22,24-27,29,30,33-35
and school mathematics) were also mentioned at a high rate, specifically in the field

Volume 3 Issue 2 (2025) 4 doi: 10.36922/ac.4446