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Blended Learning in Mathematics: Examining Vignettes From Elementary and Middle Schools

Blended Learning in Mathematics: Examining Vignettes From Elementary and Middle Schools

Drew Polly, Amanda R. Casto
Copyright: © 2019 |Pages: 20
ISBN13: 9781522580096|ISBN10: 1522580093|EISBN13: 9781522580102
DOI: 10.4018/978-1-5225-8009-6.ch013
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MLA

Polly, Drew, and Amanda R. Casto. "Blended Learning in Mathematics: Examining Vignettes From Elementary and Middle Schools." Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning, edited by Tina Lane Heafner, et al., IGI Global, 2019, pp. 272-291. https://doi.org/10.4018/978-1-5225-8009-6.ch013

APA

Polly, D. & Casto, A. R. (2019). Blended Learning in Mathematics: Examining Vignettes From Elementary and Middle Schools. In T. Heafner, R. Hartshorne, & R. Thripp (Eds.), Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning (pp. 272-291). IGI Global. https://doi.org/10.4018/978-1-5225-8009-6.ch013

Chicago

Polly, Drew, and Amanda R. Casto. "Blended Learning in Mathematics: Examining Vignettes From Elementary and Middle Schools." In Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning, edited by Tina Lane Heafner, Richard Hartshorne, and Richard Thripp, 272-291. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8009-6.ch013

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Abstract

The term blended learning continues to gain momentum in K-12 classrooms around the United States. While the idea of implementing blended learning environments is becoming more popular, there is a need to gain a deeper understanding of how these environments look and how they influence student learning. This chapter takes a step in that direction by examining four instances of blended learning in mathematics classrooms, described as vignettes, that examine the model of blended learning, shifts in teachers' instruction while trying to implement blended learning, as well as teachers' reported benefits and barriers to teaching mathematics in this way. Implications cite a need to focus on the quality of mathematical tasks posed by teachers as well as in technology-rich environments and the need for more in-depth examination about teachers' instructional decisions and rationales related to blended learning and how those decisions influence student learning.

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