The application of blended learning in mathematics teacher education: Protocol for a systematic review

INTRODUCTION

In recent decades, especially in higher education, blended learning has become the most commonly used active teaching strategy. Because of the COVID-19 pandemic, blended learning, which combines face-to-face and online components, is believed to overcome the shortcomings of conventional teaching methods, particularly in face-to-face interactions. Based on PRISMA guidelines, this study follows the protocol for a systematic review of blended learning applications in mathematics teacher education. This systematic review study aims to comprehend the potential of blended learning for various mathematical topics, the common blended learning models, and the benefits and challenges this teaching approach presents for educational stakeholders.

METHODS

Searches will be performed in various electronic databases, including Scopus, ScienceDirect, Taylor & Francis Online, Mendeley, Google Scholar, and ERIC. Selected studies that satisfy the inclusion criteria will document the use of various blended learning models in a range of mathematical topics as well as the advantages and disadvantages of this method of instruction. The data extraction process will be carried out independently by various authors, and the results of the data synthesis will be reported per the chosen studies, methodological considerations, and key findings.

DISCUSSION

This review will provide information about the application of blended learning and its benefits and challenges in mathematics teacher education to support educational stakeholders in mathematics teacher education.

The improvement of 10th students' mathematical communication skills through learning ellipse topics

Mathematical education in general, and mathematics education at high schools in particular, creates favorable conditions for students to develop essential and core competencies and assists students in improving their mathematical competence as a foundation for good learning. It also promotes necessary skills for society, in which mathematical communication skills are essential skills. The purpose of the research is to enhance students' mathematical communication skills while studying ellipse topics. In this study, 87 students in the tenth grade were tested to see if the teaching process for accelerating the development of mathematical communication skills related to ellipse topics was effective and possible. Students in the experimental class were instructed using a four-step learning model with the activities regarding the ACODESA method and mind map, whereas students in the control class were guided using the conventional way of instruction. A study design involving a pre-test, a treatment, and a post-test was used to determine the effectiveness of this type of teaching approach. Quantitative and qualitative analyses of the gathered data assessed the students' progress in mathematical language activities. The findings indicated that most students' mathematical communication skills regarding ellipse topics had improved significantly. The learners towards the above process also showed a positive attitude. In addition, the research findings have important implications and recommendations.