Augmented Reality and Mathematical Modeling as Determinants of Mathematical Thinking in Higher Education

<p>This research examines the determining factors of mathematical thinking (MT) in Peruvian university students, with an emphasis on the role of augmented reality (AR) based on constructivism. Through a cross-sectional study with a quantitative approach, data from 282 mathematics, engineering, and mathematics education students from eight Peruvian universities were analyzed. A partial least squares structural equation model (PLS-SEM) was used to evaluate five potentially influential factors. The results show that AR based on constructivism (β = 0.463, <em>p</em> < 0.001) and mathematical modeling (MM) (β = 0.297, <em>p</em> = 0.004) are significant predictors of MT, whereas problem solving, connection and transfer of concepts, and critical thinking do not have significant effects. These findings challenge traditional conceptions in higher mathematics education and suggest that the dynamic and interactive visual representations provided by AR, together with the contextualization of learning through modeling, are fundamental catalysts for the development of university MT. This research provides significant implications for the theory of mathematical learning and educational practice, suggesting the integration of constructivist AR technologies in university mathematics programs.</p>