Kelsey E. Schenck and Doy Kim are the project assistants on a study investigating the affordances and impacts of Augmented and Virtual Realities on the delivery of geometry curriculum. The project is a collaboration between Dr. Mitchell Nathan from the MAGIC Lab at UW-Madison and Dr. Candace Walkington from the SMU Lab at Southern Methodist University.
This project explores the affordances of augmented and virtual reality as a way for teachers and students to explore geometry through individual and collaborative gestures (Walkington et al., 2021). We are currently partnering with a team of designers from GeoGebra (one of the world’s largest mathematics software companies) to provide teachers with a gamified geometry curriculum around the novella, Flatland, by Edwin Abbott. The current study is exploring how access to different resources such as a peer and dynamic simulations impact students’ geometric reasoning. Though in its beginning stages, we expect this work will illuminate the influences of teachers’ spatial reasoning abilities, trait anxieties, gesture use, and beliefs about gesture on mathematical thinking to significantly improve embodied classroom teaching and learning.
