![]() For all these reasons, it is important to deliver efficient educational activities and tools for mathematics that help the students overcome these challenges. An important example is teaching in the subject of vector geometry, which will be tackled in this article. The complex contents in mathematics education can often only be conveyed in a very abstract way due to the limited visualization possibilities of classical teaching methods like blackboard lessons or remote classes due to the COVID-19 pandemic. One reason for the partial unpopularity of the mathematics lessons and the teaching content lies in the abstract and theoretical way of teaching, which demands students to memorize but not necessarily to understand the subject. Regardless of the causality, poor performance in mathematics in general, and for women in particular unfortunately, often leads to leaving the STEM (science, technology, engineering and mathematics) career path. As some math-anxious people do not perform poorly in mathematics, it is not conclusively answered if anxiety inevitably leads to poorer performance or vice versa. Studies estimate 17% of the population to be high in mathematical anxiety (p. Despite its great relevancy, mathematics does not enjoy a great popularity as a teaching subject in general. ![]() Understanding mathematical concepts and principles is essential for many fields of technology and science. ![]() It was found by the teacher and students to be beneficial and amusing, demonstrating the potential for AR in mathematics classes. Finally, the app was evaluated in a mathematics class and the results analyzed in a detailed study. As a didactical concept, some example exercises sessions with the app are proposed, demonstrating how the app could be used in a mathematics classroom. To fill this gap, the authors developed “cleARmaths”, a developed android application for augmented reality-based teaching in vector geometry that allows widespread use. This can be mainly explained by the technological entry barrier of AR and the lack of simple, robust AR applications, in particular for vector geometry. Although studies see great potential in the use of AR for teaching mathematics, the method has so far hardly been used in schools. The article introduces the concept of AR and presents the didactic foundations and the influence on the learning process based on an extensive literature review. The proposed approach aims at easing the learning process related to vector geometry currently taught in senior mathematics classes by using intuitive visualization. This research article proposes the use of augmented reality (AR) in mathematics education. Learning content in mathematics, such as vector geometry, is still predominantly taught in an abstract manner, as the visualization and interaction of three-dimensional problems are limited with classical forms of teaching such as blackboard lessons or exercise sheets. ![]()
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