DIGITAL GEOMETRY: MODELING THE REAL WORLD IN VIRTUAL SPACES

Abstract

The article investigated the educational possibilities of Augmented Reality (AR) and Virtual Reality (VR) in geometry education, highlighting their potential to transform abstract concepts into concrete, interactive experiences. The theme addressed how these technologies can promote more engaging learning, connecting theory and practice at different educational levels. The research aimed to understand and exemplify how digital tools can be used to improve students' academic performance and logical reasoning. To this end, a bibliographic research methodology was used, based on theoretical references that analyzed the impact of these technologies on education. According to Oliveira Netto (2006) and Ruiz (2006), this method allowed the selection of relevant data to contextualize and support the discussions presented. The article was structured in four sections: the first discussed the application of digital tools to connect the abstract to the concrete; the second explored the educational possibilities of AR and VR; the third addressed practical examples of the use of these technologies in the classroom; and the last presented activities applied in real contexts. The conclusion underscored that the integration of AR and VR into geometry teaching not only facilitates the understanding of complex concepts, but also promotes cognitive skills and broadens interdisciplinarity. Finally, the need for new research to overcome technological challenges and expand the educational impact of these practices was highlighted.