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Arts & Communication Augmented reality in mathematics education

two studies specifically emphasized non-formal learning the arts as pedagogical tools for teaching mathematical
environments, such as museums and outdoor settings. For concepts. El Bedewy et al. demonstrated how AR could
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example, in 2024, El Bedewy et al. investigated the role be employed to integrate art, culture, and architecture into
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of museums as facilitators of interdisciplinary learning mathematics education. AR enabled participating students
experiences. The researchers investigated various museum to explore historical structures, such as temples and bridges,
activities and programs that connected mathematics with and analyze the embedded mathematical principles
arts, architecture, culture, and history, such as learners in their designs, including symmetry, proportion, and
using AR to explore mathematical patterns in architectural geometric patterns. In addition, AR was used to project
structures (e.g., Islamic geometric designs and historical visual representations of culturally significant artworks,
buildings) and overlay mathematical grids onto exhibits allowing students to examine mathematical concepts such
such as sculptures and paintings. This enabled students as scaling, perspective, and tessellation. This approach
to learn about mathematical concepts such as symmetry, had a substantial impact on students’ learning, enhancing
tessellation, scaling, and proportions in a real-world their engagement, problem-solving skills, and conceptual
cultural context. The impact on students’ learning understanding, particularly in geometry and spatial
outcomes was significant, as AR increased engagement, reasoning. AR also fostered creativity and critical thinking
improved comprehension of abstract mathematical ideas, by connecting mathematics to broader cultural and
and enhanced problem-solving skills by connecting historical contexts. 34
mathematics with culturally relevant artifacts. This The 2021 study entailed the use of architectural
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analysis highlighted the potential of museums as models, such as Cheomseongdae and Dendera Temple, to
conducive environments for STEAM education, offering enhance mathematical understanding. Students analyzed
diverse opportunities for interdisciplinary learning and Cheomseongdae mathematically using the Surface
exploration. The museum served as a space where learners of Revolution concept before creating 3D models in
could engage in transdisciplinary practices that foster GeoGebra. Deviation from the prescribed steps prompted
creativity and modeling skills by interacting with historical students to create alternative models, encouraging
and cultural artifacts. The museum in this context creativity and exploration. Similarly, the Dendera Temple
functioned as more than a traditional exhibition space; model requires basic geometric skills and an understanding
it became a space where students and educators could of shape relationships. Students reconstructed the temple
explore these disciplines in a hands-on manner, using using simple shapes, exploring connections between
technology such as GeoGebra for architectural modeling length, height, and width. Teachers could prompt students
and learn about the visual arts and cultural history. This to either imitate existing models or innovate on them,
approach allows learners to deepen their understanding fostering problem-solving and critical thinking skills.
of mathematical concepts and their connections to the This approach allowed students to visualize designs in
broader world. 33 AR and produce physical copies through 3D printing,
facilitating deeper comprehension without physical
Meanwhile, the initiative by Botana et al. was access to architectural sites. Overall, this educational
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centered on leveraging AR technology to enhance outdoor method promoted creativity, collaboration, and critical
learning experiences with mathematics. By automatically thinking among students, enriching their understanding
generating AR content related to mathematical concepts of mathematical and architectural concepts Table 10
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and embedding it into outdoor settings, the researchers provides insight into the approaches used to integrate
provided students with engaging and immersive learning mathematics with arts, architecture, history, and culture in
opportunities. This approach sought to increase student educational settings.
engagement, foster a deeper understanding of mathematical
concepts, and promote outdoor learning. The examples 3. Discussion
provided, including the {8/2} polygon at Sardinero Beach This systematic review investigated the evolving role of
and Okuda’s artwork Infinite Eye I, illustrated practical AR in mathematics education, the results achieved, the
applications of mathematical concepts in real-world challenges faced, and the integration of AR with art to
scenarios. These examples demonstrated the potential of enhance students’ learning.
technology such as GeoGebra in helping students validate
mathematical principles and analyze artistic creations 3.1. Applications and outcomes of using AR in
within AR-enhanced learning environments. 18 mathematics education

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Earlier studies by El Bedewy et al. from 2021 and AR was applied in mathematics education through various
2022 also proposed innovative approaches for utilizing means, including integration with specific mathematical
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Volume 3 Issue 2 (2025) 8 doi: 10.36922/ac.4446