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This study investigates the current state of the intersection between Augmented Reality(AR) and education, with a focus on improving statistical math learning in higher education through the application of AR and data modeling. Our research aims to answerthe question: "How can AR enhance math learning in the field of statistics in higher education?" We follow the method of Design and Creation to develop an open-source ARapplication tailored for an experimental study to assess the impact of AR on learning.In addition to the experimental aspect, this study includes a comprehensive semistructured literature review, where we analyze findings from prior research and utilize theirdata to validate our own results. Our research indicates that AR has a positive impacton the average student. It enhances spatial intelligence, makes learning more enjoyable,and is an effective tool for teaching complex topics. However, we acknowledge certainlimitations in implementing AR in education with current technology such as affordabilityand the lack of training necessary to employ these technologies. Despite these challenges,we conclude that the investment in making AR accessible and affordable for all studentsis worthwhile due to its significant positive effects on learning outcomes for mathematicalstatistics

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Very limited research exists on middle class African American families doing math homework. The present study examines the real life experiences of African American families doing math homework, with special emphasis on emotional and motivational factors that contribute to African American homework practices. This study focuses on 3 African American middle class families, all in 1 elementary school, doing 4th grade math homework. Students in Grade 4 and their parents are interviewed to examine what math homework means to them and what they believe about math homework. In addition, two teachers are interviewed to provide their perspectives of the aforementioned subject matter. Both parent and child in each case study are interviewed using open-ended topics to examine the motivational and emotional factors of homework practices among the three families. The researcher observes the students’ homework experiences for about 1 hour. Documents from all families are collected to gain insight into the homework experiences. These case studies combine interviews, observations, documents, and data analysis to look closely at the homework experiences of these students. Major findings include atypical math homework practices in terms of Caucasian middle class norms: The families believed that math homework was challenging and a serious business matter. Therefore, they worked twice as hard with a sense of urgency and priority at completing math homework. The mothers approached math homework with a warm, yet firm demeanor by providing external motivation through pushing their daughters, who lacked interest in math homework.