Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies

Classified as probably not a substantial claim. May combine two claims.

There are only a few studies on the benefits of AR for teaching mathematics, and AR is rarely used in mathematics classes.

“According to Schutera et al. (2021), “there are only a few studies on the benefits of AR for teaching mathematics [… and] AR is rarely used in mathematic classes” (p. 2).”

• cites Schutera et al., 2021 sourceSupported

May combine two claims.

AR and VR representations improve learning by supporting visualization, boosting long-term memory, increasing engagement, and motivation.

“Augmented reality (AR) and virtual reality (VR) have been noted to enhance student learning by supporting spatial reasoning and visualization, long-term memory, engagement, and increased motivation.”

• cites Ardiny & Khanmirza, 2018 sourceNot checked — no full text of the source
• cites Schutera et al., 2021 sourcePartly supported

  The Introduction says AR and VR can support 3D visualization and arouse interest, and §2.2 reports improved spatial imagination with both technologies. Section 2.1.1 reports stronger long-term memory and increased motivation for AR, but does not establish those outcomes for VR. The sentence extends the AR-specific findings to both technologies. (LLM, conf=0.88)

  Experimental — accuracy not yet measured

Probably not a substantial claim: may not pass S3 (load-bearing).

Through digital storytelling, students can explore their individual, group, and community identity or other identities different than their own.

“Through digital storytelling, students can also explore their individual, group, and community identity or other identities different than their own (Wake, 2012).”

• cites Wake, 2012 sourcePartly supported

  The ‘Use of Technology to Explore Identity and Context’ section (page unavailable) says digital storytelling let students explore and communicate issues of identity and community; the Abstract also describes stories created in small groups. The ‘Student Identity Development’ section says adolescents may try on identities different from their lived experiences, but the paper does not establish that digital storytelling helped them explore other people’s identities. (LLM, conf=0.84)

  Experimental — accuracy not yet measured

May combine two claims.

Virtual reality has limitations: despite providing an immersive experience, it blocks users' interaction with the surroundings.

“On the other hand, “Virtual reality has its limitations. Despite its ability to provide [… an] immersive experience, it blocks users’ interaction with the surroundings” (Abdul Hanid et al., 2022, p. 9487).”

• cites Abdul Hanid et al., 2022 sourceSupported

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Culture is complex and represents customs (including ceremonies, rituals, myths, legends, traditions, celebrations, foods, symbols, and images), social institutions (political, educational, economic, family, and religious), and achievements of a particular group of people.

“Culture is complex and represents customs (not just beliefs, but may include ceremonies, rituals, myths, legends, traditions, celebrations, foods, symbols, and images), social institutions (transcend beyond a country, such as political, educational, economic, family, and religious institutions), and achievements of a particular group of people (Birukou et al., 2013).”

• cites Birukou et al., 2013 sourceCould not verify

  The indexed passages contain IRIS repository metadata and a PDF listing, but no text defining culture. Searches for the listed customs and for social institutions and group achievements returned no relevant passage; the paper's substantive text may be missing from our copy. (LLM, conf=0.72)

  Experimental — accuracy not yet measured

Probably not a substantial claim: may not pass S2 (checkable).

Culturally responsive pedagogy (CRP) is an approach toward equitable and socially just mathematics teaching.

“When defining culture as dynamic and nested, Nolan and Xenofontos (2023) maintain that culturally responsive pedagogy (CRP) is an approach toward equitable and socially just mathematics teaching.”

• cites Nolan & Xenofontos, 2023 sourceSupported

Classified as probably not a substantial claim.

Non-human actors or things could be natural, cultural, or artifacts.

“Borba (2021) explained that non-human actors or things could be natural (e.g., environment) or cultural (e.g., symbols or images that represent a student’s culture/background), or they could be artifacts (e.g., software, hardware, internet, apps).”

• cites Borba, 2021 sourcePartly supported

  In “Philosophy of mathematics education and agency in the notion of humans-with-media” (page unavailable), Borba discusses natural and cultural things as non-human agents and identifies software, hardware, and the Internet as artifacts. The cited passages do not give the specific example of symbols or images representing a student’s cultural background, or identify apps as an example. (LLM, conf=0.86)

  Experimental — accuracy not yet measured

Probably not a substantial claim: may not pass S3 (load-bearing).

Another student explained to his peers how to add aesthetic features, such as music and sound effects, that could play in the background as the animated characters moved.

“Another student explained to his peers how to add aesthetic features, such as music and sound effects, that could play in the background as the animated characters moved.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In Fig. 3, the student coded one character, Raccoon 1, to rotate at a speed of 4.5 m forward in a time-lapse of 1 s (4.5 m/s) around the x, y, and z axes compared with the other character, Racoon 2, which took 2 s to rotate around the axes.

“In Fig. 3, the student coded one character, Raccoon 1, to rotate at a speed of 4.5 m forward in a time-lapse of 1 s (4.5 m/s) around the x, y, and z axes compared with the other character, Racoon 2, which took 2 s to rotate around the axes.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In the sequence of code, the raccoons followed a linear path (4.5 m forward in 1 s) and a non-linear path (turn 90° clockwise around the x, y, and z axes starting at the coordinate x = 90, y = 0, and z = 1).

“In the sequence of code, the raccoons followed a linear path (4.5 m forward in 1 s) and a non-linear path (turn 90° clockwise around the x, y, and z axes starting at the coordinate x = 90, y = 0, and z = 1).”

May combine two claims.

Instructors found that some students succeeded in incorporating their culture and background into their digital designs while others struggled to make those connections and go more in-depth.

“The instructors found that “some students [succeeded in incorporating their culture and background into their digital designs while others] struggled to make those connections […] so then some of them would like, struggle to go more in-depth,” during the cultural component of the activity (Instructor 3, Years 2 and 3).”

Probably not a substantial claim: may not pass S3 (load-bearing).

To create a sense of urgency, the student coded screen-based characters to cover 30 m in 5 s, ensuring swift movement in unison.

“To create a sense of urgency, the student coded these screen-based characters so they could, in the simulation, cover 30 m in 5 s, ensuring their swift movement in unison (toward safety in this scenario).”

Probably not a substantial claim: may not pass S3 (load-bearing).

Another individual expressed a desire to venture beyond their own culture and background, stating she wished to explore something not connected to her at all.

“Additionally, another individual expressed a desire to venture beyond their own culture and background, stating she wished to “explore something that […] is not connected to [her] at all.””

May combine two claims.

The researchers found that while it was exciting for students to view the 360° virtual world through VR goggles, they did not spend as much time interacting with the VR tools because they could not manipulate or interact directly with the 3D objects and animated characters.

“The researchers found this to be true in that, while it was exciting for students to view the 360o virtual world through the VR goggles, they did not spend as much time interacting with the VR tools, because they were not able to manipulate or interact directly with the 3D objects and animated characters.”

May combine two claims.

Some students were able to see the mathematics in the architecture in mosques and recognize that there is math within our world and make those connections.

“Some students were able to see the mathematics in the “architecture in mosques […] And so, they’re able to recognise that there is math within our world [… and make] those connections” (Instructor 4, Year 3).”

May combine two claims.

Students were proud of their work and wanted to share it with others.

“Students were proud of their work and wanted to share it with others.”

May combine two claims.

The AR and VR integrated activities appeared to motivate and engage students more in the learning process and provided opportunities for them to experiment with and model their mathematical thinking while interacting with the MERGE cube and animating characters in Cospaces Edu.

“The AR and VR integrated activities appeared to motivate and engage students more in the learning process and provided opportunities for them to experiment with and model their mathematical thinking while interacting with the MERGE cube and animating their characters in Cospaces Edu.”

• AssumptionRests on an assumption: Students' self-reports and instructor/observer observations accurately reflect their actual engagement, motivation, and learning.
• AssumptionRests on an assumption: The AR and VR activities, rather than novelty or other factors, caused the observed increases in engagement and motivation.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Each student was positive and confident in presenting all of their work to their parents, and another student showed his Cospaces work and his MERGE cube work to all the instructors after he finished them.

“One researcher noted that “each student was positive and confident in presenting all of their work to their parents [… Similarly, another] student showed his Cospaces work and his MERGE cube work to all the instructors after he finished them” (Observer 1, Year 3).”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

During the Cospaces activity, one student had problems moving his 3D model, and his friend showed him how to do it.

“For example, “during the Cospaces activity, one student had problems with how to move his 3D model, and his friend saw [him struggling] and showed him how to do it” (Observer 1, Year 3).”

May combine two claims.

Students experienced spatial understanding through the affordance of VR activities of immersion, whereas AR activities helped make abstract concepts tangible and fostered engagement through interactive overlays.

“In this study, students experienced spatial understanding through the affordance by VR activities of immersion, whereas AR activities helped make abstract concepts tangible and fostered engagement through interactive overlays.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Students could make other connections to their culture and explore their own identity.

“The instructors reflected on how students could make other connections to their culture and explore their own identity.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Some students created a simulation of characters within a story on a screen, while others created an augmented reality they could interact with using the MERGE cube and handheld device.

“Some students created a simulation of characters within a story on a screen, while others created an augmented reality that they could interact with using the MERGE cube and handheld device.”

May combine two claims.

When researchers asked students about cultural connections with respect to AR and VR activities, students highlighted the religious significance of cultural monuments and reflected on their own culture, background, and interests.

“When the researchers asked students about cultural connections with respect to the AR and VR activities, students highlighted the religious significance of the cultural monuments and reflected on their own culture, background, and interests.”

May combine two claims.

Students had multiple opportunities to engage with AR and VR tools using their senses (sight, sound, touch) to understand better mathematical concepts as they manipulated conditions (scale, angle, distance) and interacted with the 3D virtual environment.

“As the students interacted with the MERGE cube, smartphone, or tablet, and Cospaces Edu app, they had multiple opportunities to engage with the AR and VR tools using their senses (i.e., sight, sound, and touch) to understand better mathematical concepts, as they manipulated the conditions of (e.g., changed the scale, angle, and distance) and interacted with the 3D virtual environment.”

• AssumptionRests on an assumption: Students' ability to use their senses and manipulate 3D objects led to better understanding of mathematical concepts.

Probably not a substantial claim: may not pass S3 (load-bearing).

One student created a narration about a Chef bot (AI robot) sensing her father's energy levels drop when tired and responding by assisting in the kitchen at her father's restaurant.

“For example, one student created a narration about a Chef bot (AI robot), sensing her father’s energy levels drop when he is tired and responding to this need by assisting in the kitchen at her father’s restaurant (see Figs. 5 and 6).”

May combine two claims.

Overarching themes emerged from the data: student motivation and engagement, communication and discourse through digital storytelling, and students' funds of knowledge, cultures, backgrounds, and interests.

“Overarching themes emerged from the data, such as student motivation and engagement, communication and discourse through digital storytelling, and students’ funds of knowledge, cultures, backgrounds, and interests.”

May combine two claims.

The mathematical concepts manifest through manipulation of 3D shapes, coding for object control, and exploration of various angular orientations within the virtual environment.

“These concepts manifest through the manipulation of 3D shapes, coding for object control, and exploration of various angular orientations within the virtual environment.”

May combine two claims.

One instructor noted that most students seemed to interact with each other more during the AR and VR centers, forming small groups with different students who they had not previously worked with throughout the camp and explored the tools together.

“One instructor noted that most “students seemed to interact with each other more during the AR and VR centers, they formed small groups with different students who they had not previously worked with throughout the [STEAM] camp and explored the tools together” (Instructor 1, Year 2).”

May combine two claims.

Students said the tools and process of animating and simulating inspired them to create and animate game-like characters, some of which they felt embedded in the game as one of the characters.

“Students said the tools and process of animating and simulating inspired them to create and animate game-like characters, some of which they felt embedded in the game as one of the characters.”

May combine two claims.

Students appeared to be highly engaged when they were designing their digital story in the 360° platform and creating their own virtual world using Skybox AI.

“Although this seems to be a limitation of the VR technologies, students appeared to be highly engaged when they were designing their digital story in the 360o platform and creating their own virtual world using Skybox AI.”

• AssumptionRests on an assumption: Students' self-reports and instructor/observer observations accurately reflect their actual engagement, motivation, and learning.

May combine two claims.

In this study, digital storytelling not only supports a deeper understanding of mathematical concepts by representing those ideas in a story but also encourages active student participation by enriching the overall learning experience.

“In this study, the researchers found that digital storytelling not only supports a deeper understanding of mathematical concepts by representing those ideas in a story but also encourages active student participation by enriching the overall learning experience.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Students reported that coding, math, animation, and 3D are all types of math that can lead to different activities like games and programming robots.

“A student explained, “I learned that coding, math, animation, and 3D are all types of math that can lead to different activities like games and programming robots” (P38, Year 3)”

Probably not a substantial claim: may not pass S3 (load-bearing).

Another student created a story around a common fantasy animal and a magical unicorn, using her vernacular language to express the animated characters' ideas and thoughts.

“Another student created a story around a common fantasy animal and a magical unicorn, using her vernacular language (slang and colloquial words and phrases) to express the animated characters’ ideas and thoughts (represented in words coded for the character to say).”

Probably not a substantial claim: may not pass S3 (load-bearing).

In one design scenario, a student crafted a narrative focused on the rescue of baby animals pursued by enigmatic creatures in a dense forest.

“For example, in one design scenario, a student crafted a narrative focused on the rescue of baby animals (a baby pig and a baby sheep) who were being pursued by enigmatic creatures in a dense forest.”

May combine two claims.

Through observations, AR technologies led to more engaging and immersive interactions as students manipulated scale factors and relative position of virtual objects by zooming in and out and rotating the MERGE cube, thus enhancing their visual-spatial reasoning.

“Through observations, it seemed that AR technologies lead to more “engaging and immersive interactions” (Angraini et al., 2023, p. 1035), as the students manipulated the scale factors and relative position of the virtual objects by zooming in and out using their fingers on the touch screen device and rotating the MERGE cube itself (see Fig. 7). Thus, they enhanced their visual–spatial reasoning.”

• cites Angraini et al., 2023 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Students could increase or decrease the scale by using their fingers on the tablet surface.

“Students were also able to increase or decrease the scale by using their fingers and moving them on the surface of the tablet.”

May combine two claims.

During AR and VR activities, most students appeared to associate culture simply with their faith-based beliefs or country of origin, while other students incorporated symbols and images that represented their customs and practices.

“During the AR and VR activities, most students appeared to associate culture simply with their faith-based beliefs or country of origin, while other students incorporated symbols and images that represented their customs and practices.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

This student was invested in this narrative when she explored possible solutions to reduce her father's workload and how the Chef bot could lighten his load and alleviate pressures of running a restaurant.

“This student was invested in this narrative when she explored possible solutions to reduce her father’s workload and how the Chef bot could lighten his load and alleviate some of the pressures of running a restaurant.”

May combine two claims.

Students were drawn to and interested in creating their own digital animations in Cospaces Edu.

“Students were drawn to and interested in creating their own digital animations in Cospaces Edu.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The variation in student time and effort made it difficult for timing because some students put in much time and effort while others finished more quickly.

“This made it difficult for timing because, “some students would put so much time and effort into it, and then others maybe, like finished more quickly” (Instructor 3, Years 2 and 3).”

Probably not a substantial claim: may not pass S3 (load-bearing).

One instructor explained that some students who figured out features of programs/apps/tools earlier aided their peers.

“One instructor explained, “some students, who figured out the features of the programs/apps/tools earlier aided their peers” (Instructor 2, Year 2).”

Probably not a substantial claim: may not pass S4 (based).

Immersive technologies pose challenges such as technical issues, hardware limitations, and navigation challenges (e.g., using the touch screen device and accessing the app).

“While these immersive technologies offer unique affordances and opportunities, they also pose challenges such as technical issues, hardware limitations, and navigation challenges (e.g., using the touch screen device and accessing the app).”

Probably not a substantial claim: may not pass S3 (load-bearing).

There has been a shift in technology trends focusing more on a tangible user interface mixing physical and digital interactions in story making.

“Quah and Ng (2022) noticed that “there has been a shift in technology trends focusing more on [a tangible user interface] mixing physical and digital interactions in story making” (p. 851)”

• cites Quah & Ng, 2022 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Technology-supported storytelling activities have been used as an effective method to improve students' motivation and engagement in learning.

“To improve students’ motivation and engagement in learning, “technology-supported storytelling activities have been used as an effective method of achieving these goals […] AR is one such new technology that has attracted attention and can be used in storytelling” (Yilmaz & Goktas, 2017, p. 75).”

• cites Yilmaz & Goktas, 2017 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Digital storytelling may provide students with the opportunity to explore multicultural and cross-cultural stories, developing creativity and social and cultural awareness.

“Digital storytelling may provide students with the opportunity to explore “multicultural and cross-cultural stories […] developing creativity and social and cultural awareness” (as cited in Quah & Ng, 2022, p. 855; Sylla et al., 2019).”

• cites Quah & Ng, 2022 sourceNot checked — no full text of the source
• cites Sylla et al., 2019 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Digital storytelling humanizes technology as students explore their lived experiences and self-identity through personal and relational interactions with friends, family, and community.

“For example, Hill and Grinnell (2014) noted that digital storytelling humanizes technology as students explore their lived experiences and self-identity through personal and relational interactions with friends, family, and community.”

• cites Hill & Grinnell, 2014 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Digital storytelling can be used as an educational method to enhance students' expression, communication, and digital skills.

“Digital storytelling can be used as an educational method to enhance students’ expression, communication, and digital skills (Del-Moral-Pérez et al., 2019).”

• cites Del-Moral-Pérez et al., 2019 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Digital storytelling has been used to promote literacy and cross-curricular skills through the integration of science, mathematics, and social science.

“Specifically, digital storytelling has been used to promote literacy and cross-curricular skills through the integration of science, mathematics, and social science (Quah & Ng, 2022).”

• cites Quah & Ng, 2022 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

AR and VR technologies by themselves do not teach; they must be carefully and effectively implemented to assist in the learning process.

“Chen (2010) argued that AR and VR technologies are “merely [… tools which] by themselves do not teach. They have to be carefully and effectively implemented to assist in the learning process” (p. 73).”

• cites Chen, 2010Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim. May combine two claims.

Despite important work related to CRMT and storytelling in mathematics education, the two research studies have remained largely separated, and little is known about if and how storytelling supports students' mathematics learning in sociocultural contexts.

“Sum et al. (2024) noted that “despite the important work related to CRMT and storytelling in mathematics education, the two research studies have remained largely separated, and little is known about if and how storytelling supports students’ mathematics learning in […] sociocultural contexts” (pp. 637–638).”

• cites Sum et al., 2024 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Digital storytelling can be perceived as an educational strategy that significantly boosts expressive and communication skills as well as enhances digital competencies.

“Digital storytelling can be perceived as an educational strategy that significantly boosts expressive and communication skills as well as enhances digital competencies (Del-Moral-Pérez et al., 2019).”

• cites Del-Moral-Pérez et al., 2019 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Discourse among students sharing ideas in multimedia environments becomes a new means of expression and a new avenue in the production of knowledge.

“Borba (2012) discussed the power of discourse among students when “sharing their ideas in multimedia environments [through images, words, and sounds this] multimodal discourse becomes a new means of expression [… and new avenue] in the production of knowledge” (p. 803).”

• cites Borba (2012) sourceNot checked — no full text of the source

May combine two claims.

The results of the study reveal that AR and VR technologies facilitate increased communication, discourse, and peer-assisted learning, promoting collaboration and inclusivity.

“The results of our study reveal that AR and VR technologies facilitate increased communication, discourse, and peer-assisted learning, promoting collaboration and inclusivity.”

May combine two claims.

The study sheds light on the application of digital storytelling in mathematics education, offering a means to provide a deeper and more meaningful learning experience.

“Furthermore, our study sheds light on the application of digital storytelling in mathematics education, offering a means to provide a deeper and more meaningful learning experience.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Digital storytelling humanizes technology as students explore their culture, background, and interests through personal and relational lived experiences.

“Further, digital storytelling humanizes technology as students explore their culture, background, and interests through personal and relational lived experiences (Hill & Grinnell, 2014).”

• cites Hill & Grinnell, 2014 sourceNot checked — no full text of the source

May combine two claims.

To create and animate their MERGE cube, students had to integrate mathematical aspects such as lines, measurements, symmetry, area, and volume into the design of monuments and manipulate 3D objects by scaling and rotating.

“To do that, they had to integrate some mathematical aspects, such as lines, measurements, symmetry, area, and volume into the design of the monuments and manipulate the 3D objects by increasing/decreasing the scale and rotating it three-dimensionally, among other transformations.”

May combine two claims.

The integration of AR and VR technologies fosters a collaborative and inclusive educational environment.

“Beyond its impact on individual learning, the integration of AR and VR technologies fosters a collaborative and inclusive educational environment.”

Classified as probably not a substantial claim.

The CRMT tool is essential to student learning.

“Aguirre and del Rosario Zavala (2013) argue that the CRMT tool is “essential to student learning” (p. 164)”

• cites Aguirre & del Rosario Zavala, 2013 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

Knowledge is produced together with a given medium or technology of intelligence through a collective process described as humans-with-media, humans-with-technology, or humans-with-technology-of-intelligence, where humans and non-human actors both have agency.

“According to Borba and Villarreal (2005), “knowledge is produced together with a given medium or technology of intelligence” (p. 23) through a collective process which they describe as humans-with-media, humans-with-technology, or humans-with-technology-of-intelligence, where humans and non-human actors both have agency.”

• cites Borba & Villarreal, 2005 sourceNot checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

CRP facilitates, honors, builds on, and draws from the culture, knowledge, and language of students, teachers, and local community.

“Certain researchers such as Nicol et al. (2013) define CRP in the context of cultures of groups of people and as an approach that facilitates, honors, builds on, and draws from the “culture, knowledge, and language of students, teachers, and local community” (p. 76).”

• cites Nicol et al., 2013 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Students believed that collaborating with peers would enhance their understanding of the content, even though it might require increased effort on their part.

“Chen (2008) also indicated that students believed that collaborating with peers would enhance their understanding of the content, even though it might require increased effort on their part.”

• cites Chen (2008)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The above responses underscore the diverse interests of the students and their motivations to explore cultural and personal experiences through AR and VR technologies.

“The above responses underscore the diverse interests of the students and their motivations to explore cultural and personal experiences through AR and VR technologies.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Digital storytelling serves as a pedagogical bridge between home and school contexts.

“Furthermore, it serves as a “pedagogical bridge between home and school contexts” (p. 648).”

• cites Sum et al.’s (2023) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Digital storytelling promotes literacy skills, information and communication technology literacy, social and cultural awareness, critical thinking and problem solving, and communication.

“This is echoed by Quah and Ng’s (2022) results that digital storytelling promotes literacy skills, information, and communication technology literacy, social and cultural awareness, critical thinking and problem solving, and communication.”

• cites Quah and Ng’s (2022) sourceNot checked — no full text of the source

May combine two claims.

The value of a well-structured storytelling activity can increase student performance and provide support and rich linguistic and non-linguistic resources for deepening understanding in mathematics education.

“This is in line with Sum et al.’s (2023) conclusions that the value of a well-structured storytelling activity can increase student performance and provide support and “rich linguistic and non-linguistic resources for deepening their understanding” (p. 646) in mathematics education.”

• cites Sum et al.’s (2023) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Humans are constituted by technologies that transform and modify their reasoning, and humans constantly transform these technologies.

“Borba and Villarreal (2005) stated that “humans are constituted by technologies that transform and modify their reasoning and, at the same time, these humans are constantly transforming these technologies” (p. 22).”

• cites Borba and Villarreal (2005) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The CRMT tool provides specific guideposts to meet the diverse mathematics learning needs of students by integrating mathematical thinking, language, and culture into the curriculum.

“According to Aguirre and del Rosaria Zavala (2013), “CRMT tool provides some specific guideposts to meet the diverse mathematics learning needs of their students” (p. 178) by integrating mathematical thinking, language, and culture into the curriculum.”

• cites Aguirre and del Rosaria Zavala (2013) sourceNot checked — no full text of the source

May combine two claims.

The study emphasizes the advantages of tailoring AR and VR activities to students' cultural backgrounds and interests, thereby providing opportunities for exploring diverse cultures and encouraging personal discovery (self-identity).

“Additionally, our study emphasizes the advantages of tailoring AR and VR activities to students’ cultural backgrounds and interests, thereby providing opportunities for exploring diverse cultures and encouraging personal discovery (self-identity).”