The Effectiveness of the Guided-Discovery Strategy Supported by Augmented Reality Technology on Acquiring Mathematical Concepts for Grade Four Male Students in Jordan

This study aimed to examine the effectiveness of guided discovery supported by augmented reality technology in acquiring mathematical concepts among fourth-grade students in Jordan. The quasi-experimental approach was adopted. To achieve the goals of this research, a teacher’s guide and a mathematical concepts test were developed, and the validity and reliability of the instruments were confirmed. The research sample consisted of 40 students in the first semester of the 2020/2021 academic year. They were distributed equally into two groups: the experimental group, which studied using the suggested strategy, and the control group, which studied using the traditional method. The results showed that there were statistically significant differences at the significance level (α = 0.05) in the acquisition of mathematical concepts in favor of the experimental group. The research recommended generalizing the experience to different subjects and conducting further studies on different classes and variables.