Framework on Teacher-Student Perspectives on Augmented Reality for Supporting Metacognitive Skills in Mathematics Problem Solving

Abstract

The Malaysian mathematics curriculum calls for mathematics problems which are advanced where solutions are not always clear. As a result, students tend to feel overwhelmed and have no idea how to begin the problem solving process. One of the reasons for students’ difficulty in mathematics problem solving is their weakness in metacognitive skills characterized by planning, monitoring and evaluating. Augmented Reality (AR) combines real world objects to technological media to bring to life 2D diagrams and texts using hand-held devices. This study explores students and teachers’ perspectives on how augmented reality can assist in supporting students’ metacognitive skills in mathematics problem solving process. Interviews were conducted with three teachers and five students to extract the guidelines needed to be able to solve problems successfully by translating into the AR context. The study found that in the planning process animation and quick revision notes were needed, in the monitoring process animation on how the formula is used to solve the problem and in the evaluation process, image the step-by-step solution is requested. The developed framework was verified by seven experts through Content Validity Index (CVI) with a universal average of 0.96. The framework developed can be used in the future as a guideline for development of a mathematics problem solving module that integrates AR with metacognitive skills.