Journal of Advanced Science and Mathematics Education Volume 3, Issue 2, 65 - 75 e_ISSN : 2798-2351 DOI: 10.58524/jasme.v3i2.285 * Corresponding author: Umy Zahroh, UIN Sayyid Rahmatullah Tulung Agung, INDONESIA. umy.z@uinsatu.ac.id Augmented reality in the teaching of geometric solids for elementary school: Experience report in a public school Paulo Vitor da Silva Santiago Umy Zahroh Rani Darmayanti Federal University of Ceará, BRAZIL UIN Sayyid Rahmatullah Tulung Agung, INDONESIA Assyfa Learning Centre Pasuruan, INDONESIA Article Info Abstract Article history: Keywords: Augmented Reality, Didactic Engineering, Geometry, Primary Education. To quote this article: Santiago et al. (2023). augmented reality in the teaching of geometric solids for elementary school: Experience report in a public school. Journal of Advanced Science and Mathematics Education, 3 (2), 65-75. INTRODUCTION Technological resources have become increasingly relevant in education, offering new perspectives and possibilities for teaching in the most diverse areas of knowledge. Our approach uses a digital application - AR Solids - explicitly designed for teachers with students of any age group. The readers may wonder about the developmental appropriateness and pedagogical basis for using technology in this way (Darling-Hammond et al., 2020; Haleem et al., 2022; Lewis Presser et al., 2023). Even though there is a wide variety of digital technological devices, such as computers, internet, and tablets, which have been introduced in Brazilian schools since 1980, it is evident that these tools have not yet been fully used to promote significant changes in pedagogical practices (Otterborn et al., 2019). Although they are considered didactic resources, they are not yet exploited to their capacity by teachers to encourage practical improvements in the teaching and learning process (Azevedo & Duarte, 2018). In this scenario, we believe that Augmented Reality (AR) is a good choice, capable of increasing the understanding of complex concepts, such as geometric solids. The report was applied in a municipal school in Fortaleza - CE, with two classes of students from the 6th year of Elementary School (EM) final years, totalling sixty participants. The methodology chosen was a case study with a qualitative approach based on ED. Using technological tools and the AR application - Sólidos RA - students were subjected to interactive and immersive activities (Huang et al., 2021; Küçük et al., 2016; Nam & Lee, 2020). In the meantime, it is suggested that AR helps to improve mathematics teaching, especially concerning the study of geometric solids. It is believed that the inclusion of AR in the educational process can encourage greater student involvement, arousing interest and curiosity and facilitating the assimilation of abstract and complex concepts to raise hypotheses from issues related to spatial geometry. Received: Nov 04, 2023 Revision: Dec 30, 2023 Accepted: Dec 31, 2023 Background: Augmented Reality (AR) integrates virtual objects with the real world on smartphone screens, creating a seemingly seamless blend of both. Aim: This research aimed to explore the use of AR in teaching geometric solids to final-year elementary school students. An interactive tool, RA Solids, was employed, originating from a 2023 research experience in a 6th-grade class. Method: The study was conducted in a public school with students mostly classified as digital immigrants. The Didactic Engineering methodology was utilized for research. Result: The outcomes were positive, showing that the school environment was conducive to implementing the teaching and learning process of geometric solids using digital technology. Conclusion: The use of AR in education, specifically in teaching mathematics, demonstrates promising results in enhancing student engagement and understanding, particularly in the context of geometric solids.