The constitution of mathematical knowledge with augmented reality

Abstract

Digital Technologies are increasingly present in our activities. Many things we do we are not even able to imagine how they would be done, if we did not have the technological resources at hand. However, perhaps in the opposite direction of this, in the school context, or in teaching and learning, the discussion about the potential and the viability of these resources is still subject of a non-consensual discussion. When this context is Higher Education, specifically in undergraduate courses, the situation is even worse, as stated by research that we bring in this text. In disciplines such as Differential and Integral Calculus, Digital Technologies (DT) can contribute to a treatment in which aspects related to research and visualization are explored. Apps such as GeoGebra Augmented Reality, enhance the exploration of function graphs, for example, and, through movement, allow the analysis of invariants, favoring conceptual understanding. As we saw in the context of an activity2proposed for students of a Mathematics Degree course, the app allows for interaction between students and enables them to conduct explorations that allow them to assign meaning to the contents of the Calculus discipline. This, therefore, is the theme that we deal with in this article, using a phenomenological stance to expose the meaning of what constitutes knowledge for us with DT.