Abstract
The current endeavor aimed to study the effect of augmented reality (AR) on developing mathematical thinking skills in the Maths Course. This study, experimented on students of second-year middle school in Jeddah, recruited 65 students using the stratified random sampling technique. This body of learners was divided into two groups: an experimental and a control group. The experimental group (n= 32) used AR in their study, and the control group (n=33) underwent the traditional learning mode. The study intended to unveil any statistical differences between the scores of the control and experimental groups in the post-test of the mathematical thinking skills test. Towards this end, the researcher used the quasi-experimental approach based on two groups to compare them and verify the effect of the independent variable (augmented reality) on the dependent variable (mathematical thinking). The researcher constructed the mathematical thinking skills test and augmented reality program. Findings evinced an existence of statistically significant differences between the mean scores of the experimental and control groups in the post-test in mathematical thinking skills as a whole. This significance (u=0.05) was in favor of the students of the experimental group. Statistically significant differences were also found between the mean scores of the experimental group in the pretest and posttest of the test mathematical thinking skills in favor of the posttest (alpha=0.05). The effectiveness of the program continued three months after the first test. Based on the findings, the study provided viable recommendations, at the top of which is harnessing the software used in the study employing augmented reality in the Maths textbook of the second intermediate grade (Chapter 6). The study also recommends reconsidering the design of teaching mathematics courses and enhancing teaching Maths in light of the augmented reality as a successful teaching method. Add to that motivating the Maths teachers to learn and utilize technologies, especially AR, and foreseeing the future and researching emerging and newly introduced technologies.