Realidade aumentada e o cálculo de medida de área no ensino superior

Abstract

This paper presents a proposal for the use of Augmented Reality technology while using the teaching of area measurement as a reference. The intervention was undertaken in an undergraduate class of the Electrical Engineering course at the Federal University of Maranhão. The theoretical foundation was based on the Instrumental Approach, which permitted an analysis regarding the use of Augmented Reality technology as a teaching tool in higher education. The research was structured in twostages: the instrumentalization, which took place in two steps, the first one related to the use of Augmented Reality, while the second step involved installing a software to develop Augmented Reality; and the second, instrumentation, with the resolution of tasks, without and with the use of Augmented Reality, followed by an interview with the participants. The data obtained during the research enabled us to identify the transition from artifact to instrument with the use of Augmented Reality technology, as well as to verify that when the floor plan was being projected in 3D, students changed their ideas regarding the need to consider the thickness in the calculations undertaken, thereby starting to establish a better relationship with the notion ofarea and area measurement.