The Effect of Blended Learning in Mathematics Course

Lin, Ya-Wen; Tseng, Chih-Lung; Chiang, Po-Jui

doi:10.12973/eurasia.2017.00641a

Cited by 89 publications

(60 citation statements)

References 24 publications

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“…In their study such researchers as Vlasenko et al [6] supported the conclusion that the issue of practical training of University Mathematics teachers is faced globally. Korenova [7], Lin, Tseng, Chiang [8] did research into the efficiency of applying blended learning when training would-be Mathematics teachers. The researchers described how the students along with classroom tutorials obtained on-line support.…”

Section: Problem Statementmentioning

confidence: 99%

Model of the On-Line Course for Training Master Students Majoring in Mathematics for Teaching at University

Lovianova¹,

Vlasenko²,

Sitak³

et al. 2020

ujer

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This article considers the issue of on-line training of Master students, majoring in Mathematics (Speciality code in Ukrainian educational system "014.04 Secondary Education. Mathematics") and preparing them for teaching at University. The research papers and resources, focusing on the vocational bent of on-line training of undergraduate students majoring in Mathematics have been analyzed in this paper. The present paper describes designing the structure and components for the on-line course "Methods for Teaching Mathematics to Students at Technical Universities", which is in open access on the educational platform "Higher School Mathematics Teacher". This article presents the analysis of the survey results, in which 107 students in their first and second year of studying took part, which allowed defining the content of the course. The model is presented as a polyhedron, vertices, faces and edges of which show structural elements of the model and relations between them. The paper also introduces the analysis of the internship syllabi at Ukrainian universities and aims at defining the criteria for assessing learning performance of the on-line course users. It also considers the impact of the course on the efficiency of training 112 Master students in their second year of study, when they do their assistant internship at technical universities. The qualitative and quantitative analysis of the results of the experiment proved the efficiency of introducing the course into the process of practical training of Master students. The interns who joined the course, showed a better understanding of how to motivate students when teaching Mathematics to them. They also showed better results in applying active learning tools and techniques for teaching Mathematics, as well as in managing the audience through information technologies and communication strategies.

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Section: Problem Statementmentioning

confidence: 99%

Model of the On-Line Course for Training Master Students Majoring in Mathematics for Teaching at University

Lovianova¹,

Vlasenko²,

Sitak³

et al. 2020

ujer

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show abstract

“…These two methods have been applied in the teaching-learning processes of the educational reality of the participants in the research, so we wanted to measure the influence of both separately, and how this affects the qualifications of the students. This research also tries to present more studies on the use of b-learning in mathematics related subjects [61][62][63], specifically for students who present adverse socio-educational characteristics, as in the case of students in Basic Vocational Training.…”

Section: Justification and Objectivesmentioning

confidence: 99%

“…Research shows how the pedagogical process allowed teachers to experience the social and cognitive development of students, through synchronous and asynchronous discussions with their peers and facilitators [62]. In addition, this method improves learning outcomes and attitudes towards learning mathematical content [63].…”

Section: Introductionmentioning

confidence: 99%

B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I

et al. 2020

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Information and communication technologies are a step forward in education, as they have given rise to innovative methodologies, such as blended learning. This type of training can be applied at any stage or educational typology such as basic vocational training. The main objective of this article is to know the degree of effectiveness of this methodology in this stage, specifically in an applied science module. For this purpose, a quasi-experimental design has been applied with a control group and an experimental group with a total of 147 participants. The results show how those students who have worked through b-learning have experienced better results in all the dimensions of the study. In conclusion, the implementation of this methodology in basic vocational training brings benefits, such as motivation and autonomy in the teaching–learning processes of all students.

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“…This model has also been previously proven to be able to support students 'mathematical thinking and help in overcoming additional obstacles in learning mathematics, such as in multivariable calculus learning, where blended learning is said to be an ideal environment to support students' thinking power through creative problem solving (Kashefi, Ismail, Yusof, & Rahman, 2012;. Students have positive feedback on mathematics when blended learning is applied (Lin, Tseng, & Chiang, 2017).…”

Section: Figure 1 Interaction Test Between Learning Classes With Initmentioning

confidence: 99%

“…In this learning model, the teacher can provide face-to-face learning at the beginning of the session, after students gain an understanding of the initial material to be studied, then online-based learning (Lin, Tseng, & Chiang, 2017). Blended learning is able to change the learning paradigm from passive learning to active learning and provide opportunities for students to learn independently or in groups (Kaur, 2013).…”

Section: Introductionmentioning

confidence: 99%

Students' Mathematical Problem Abilities Improvement Using Blended Learning Reviewed From The Initial Ability of Students

Ramadhani¹,

Aisyah

2020

IJEMS.Jurnal.Pendidik.Matematika.Sains

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The purpose of this study is to see an increase in students' mathematical problem-solving abilities taught by using a blended learning model in terms of the initial ability of high school students. Blended learning is digital-based learning by using digital learning media as aids in learning. This learning is done as a form of implementation of Education 4.0-based learning which the impact of the existence of Industrial Revolution 4.0. This research uses a quasi-experimental type with a pre-test post-test control design research design. The sampling technique was carried out using purposive sampling and obtained as many as 28 students who were in the experimental group (who were taught using a blended learning model) and 25 students who were in the control group (who were taught using ordinary learning). The results of testing normality and homogeneity of data using Levenes' test and Kolmogorov-Smirnov analysis obtained the results that the data in both learning groups were normally distributed and homogeneous. Referring to the prerequisite test results, hypothesis testing is performed using a Two-Way Analysis of Variance (ANOVA Two Path). The results of hypothesis testing indicate that there is an increase in students 'mathematical problem-solving abilities that are taught using blended learning models in terms of students' initial mathematical abilities. This result strengthens the evidence that the use of blended learning models has a significant effect on improving students' mathematical abilities and provides new learning experiences for students.

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The Effect of Blended Learning in Mathematics Course

Cited by 89 publications

References 24 publications

Model of the On-Line Course for Training Master Students Majoring in Mathematics for Teaching at University

Model of the On-Line Course for Training Master Students Majoring in Mathematics for Teaching at University

B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I

Students' Mathematical Problem Abilities Improvement Using Blended Learning Reviewed From The Initial Ability of Students

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