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

We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.