Research Article

A proposed framework for incorporating augmented reality in mathematics lesson design

Jeanette Zhi Qi Lim 1 , Tin Lam Toh 1 *
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1 National Institute of Education, Nanyang Technological University, Nanyang, SINGAPORE* Corresponding Author
Contemporary Mathematics and Science Education, 7(1), January 2026, ep26003, https://doi.org/10.30935/conmaths/17985
Submitted: 19 September 2025, Published: 26 February 2026
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ABSTRACT

Augmented reality (AR) has complemented the field of mathematics education and shown effectiveness in enhancing students’ learning experiences and outcomes by addressing the gaps and limitations of traditional teaching methods. However, little research has examined how AR can be effectively incorporated into mathematics lessons. The lack of relevant frameworks and guidelines have limited the use of AR classrooms, restricting learners to learn static content passively in traditional teaching methods. In this study, we review existing literature on the benefits and limitations of using AR in mathematics education, and propose the RAMS (Resources, Accompanying materials, Multimedia, Scaffolding) framework with the objective to harness the benefits and mitigate the limitations of using AR. This framework that we propose can serve as a guide for mathematics educators to design and implement AR activities in their lessons. Based on the proposed framework, we demonstrate the application of the framework to the design of a lesson on the topic of three-dimensional (3D) trigonometry, the visualization of which pose much difficulty to many students.
Keywords: augmented reality, mathematics education, 3D figures, trigonometry, RAMS framework

CITATION (APA)

Lim, J. Z. Q., & Toh, T. L. (2026). A proposed framework for incorporating augmented reality in mathematics lesson design. Contemporary Mathematics and Science Education, 7(1), ep26003. https://doi.org/10.30935/conmaths/17985

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