Action-based embodied learning through marker-based AR – Design of a geometry app

This paper discusses the potentials and challenges of augmented reality (AR) technology for mathematics education, using the example of an application developed by the author. The application uses multi-marker tracking to provide students with an action-based approach to spatial geometry. Scenarios of the Pythagorean theorem in spatial contexts, congruence mappings, and analytic geometry are presented and analyzed from a didactic point of view. Further development and research potentials are also discussed.