Osama Swidan

This study examines how using a specific augmented reality design may prompt students to ask questions, and how these questions may prompt the meaning-making of mathematical concepts. The phenomenological perspective, which considers meaning-making a process of disclosure, guided this study. Drawing on the case study methodology, we focus on a triad of 15-year-old students and analyze how the questions posed by the students help them to make meaning of the mathematics concepts embedded in a dynamic phenomenon. Three layers of disclosure were found, and the kinds of questions posed by the students were identified. The relationship between the questions posed and the layers of disclosure is also discussed.