Research on Blended Learning in Middle School Mathematics Classes

Abstract

Blended learning is gaining importance in the field of education as a result of the quick advancement of science and technology. There is a rising understanding of the necessity of integrating technology and digital resources into traditional classroom settings as educational systems continue to evolve. Combining in-person instruction with online learning activities is known as blended learning which offers a promising approach to enhance student engagement and improve learning outcomes in mathematics education. The objective of this research is to explore the impact of blended learning on middle school mathematics education, further understand its significance in improving student learning outcomes and interest, reveal the current status of blended learning in middle school mathematics classes, and provide some suggestions. The research finds that students will face the challenge of self-regulation in blended learning, students' personalized learning should be paid attention to, students' affective factors are also important, and students' negative learning attitude will lead to lower scores. In addition, the individual guidance from teachers is insufficient and the effective evaluation needs to be improved. Some teachers are even intimidated by new technology, which leads to the reduction of their teaching innovation. To overcome these challenges, student engagement should be increased, teacher planning should be optimized and a support system should be built. Through the research on blended learning, hopefully, this paper can provide support for improving mathematics education.