In a future society coexisting with AI, the ability to independently identify and solve problems is a critical competency. Mathematical modeling has gained attention as an instructional approach to foster this ability. However, many students struggle with mathematical modeling, prompting research on improving learning through digital technology. Accordingly, this study designed an AR-based mathematical modeling learning program and applied it in a real classroom setting to analyze its learning effectiveness. Through prior research review and expert validation, four principles for supporting mathematical modeling learning with AR tools were established: (1) Bridge, (2) Connectivity, (3) Adaptivity, and (4) Motivation. Based on these principles, an AR-based program was developed for teaching the concept of slope in linear function graphs to eighth-grade students. Its effectiveness was verified through quantitative and qualitative analyses. The quantitative analysis confirmed a significant improvement in students' mathematical modeling competencies. The qualitative analysis demonstrated that AR effectively supported modeling learning, enabling students to engage in all stages of the modeling cycle. Additionally, students developed a correct understanding of slope and showed potential improvements in problem identification and collaboration skills. This study contributes by demonstrating the integration of AR and mathematical modeling, developing an AR tool and modeling tasks, and providing a practical instructional case for middle school mathematics classrooms.
Kim et al. (Mon,) studied this question.