Recent years' research has highlighted the benefits of using AR (Augmented Reality) applications in teaching and learning of different school subjects. In our contribution we want to point out to the possibilities of using AR in teaching and learning mathematics. We conducted research on the use of AR applications for smartphones which are used to measure length, circumference and area. We proceeded from the principles of constructionist teaching / learning and STEAM education principles. STEAM is an educational approach to learning that uses Science, Technology, Engineering and Mathematics to access points for guiding student inquiry, dialogue, and critical thinking. The study is also based on the European Framework of Key Competencies, which, among others, are the key competencies needed, as well as the core competencies in science and technology, digital competence and learning how to learn. One of the main tasks of school mathematics is to create a connection between school mathematics and the real world, by transforming different real-life situations from the mathematical point of view and creating mathematical models. Connecting mathematics to real life is one of the reasons students learn to estimate in mathematics. We focused on the possibilities of using available AR applications in order to develop the learners’ ability to estimate measurable quantities (length, area, volume, angle, etc.). The research was conducted with the participation of pre-service teachers (students of teaching) at The Comenius University in Bratislava (Slovakia) and the University in Ostrava (Czech Republic). The research design is a combination of methods–qualitative (observation) and quantitative (questionnaire). Via the questionnaire, we researched the views and attitudes of students on this kind of teaching.

augmented reality, steam education, estimate ability, quantitative methodology