Students’ interactions in the mathematics classroom: using augmented reality to explore the derivative function

In this contribution we present a case study of a calculus activity where a group of grade-13 students uses a specific augmented reality environment in a real classroom. One student of the group is wearing a headset connected to a pc screen, showing what the headset wearer sees (mirroring) to the other group members. The task guides the students in the exploration of the relationships between the graph of a function and that of its derivative. We specifically focus on the interaction dynamic among the groupmates and their multimodal engagement with the technology, in order to analyse how the environment supports meaning making in the augmented reality environment. The final discussion provides insights into using AR technology in the mathematics classroom and the role of mirroring for promoting meaningful interactions.