Abstract

Recent trend shown a need in applying technology in education as digital platform provides a
colorful and interesting lesson. Many teachers have acknowledged the advantages of blended
learning in teaching Mathematics. This article provides several suggested media for a thoughtful
preparatory works when teaching the newest structure of Statistics and Probability in
secondary school.
Keyword: blended learning, media, technology

I. Introduction
With the development of information and communication technology,
Mathematics lessons now are required to construct with the use of multi-media
tools. In addition, students all need to build and improve the competence to use
tools and means of learning math [8].
From 2018, Statistics and Probability module appear in the Vietnamese
Math books from grade 2 to grade 12. This is a totally new structure for both
students and teachers which needed to take a deeper look on how we can
construct a suitable lesson not only incorporate technology but also promote
face-to-face learning.
Blended learning just has appeared recently but been proved that it can
enhance the strength of both learning methods: e-learning and face-to-face
learning. The group of authors Luyi Li, Yanlin Zheng, and Fanglin Zheng (2011)
have shown in their researched that blending is “the approach to higher learning
efficiency, and serves for the improvement of learning performances” [4].
With this up-to-date module, how can we apply blended learning for the
best lesson? What is the suitable media for this kind of content? In what follows,
we bring an Overview of Blended Learning briefly, a Suggested Media Selection
and a Model in Teaching Statistics grade 6.

II. What is Blended Learning?

Blended learning (BL) is defined by several authors. In this essay, we will use the
definition of Garrison and Kanuka (2004) is that “At its simplest, blended learning
is the thoughtful integration of classroom face-to-face learning experiences with
online learning experiences” [1]. With that, we pay attention to construct well
and carefully schedule and instruction in BL lesson as “Blended learning is more
than just combining an online component to the traditional classroom…it is a
systematic process of selecting the most appropriate media for a specific learning
intervention based upon learning objectives.” [2].
Besides the obvious characteristic such as online and offline learning
combination, BL also bring in new way for learners to study where they are
responsible for their learning situation and the learning outcome. In the new role,
“the learners are not any longer just recipients of knowledge transfer but active
parts in the learning process.” [3]. As a result, “the role of the teacher is to
identify the learning goals and provide the right blend in technology” [5] to
support students.
In Mathematics, Anne Aronson (2018) have shown that all practices which
need to be included to have an effective Math classroom are still present in a
blended learning environment. According to Ya-Wen Lin, Chih-Lung Tseng, Po-Jui
Chiang (2016), blended learning method not only has positive impacts on learning
outcomes “achievement was not different because of gender and ability” but also
improve attitude towards mathematics cause “the method can help them to learn
mathematics at their own pace and express their opinions.”.

III. Construct a model

1. Media Selection
To improve the learning experience, teacher are required to choose media and
software that suitable for the knowledge and the learner’s abilities. Especially
when teachers want to have meaningful combination in order to provide
interesting lesson, “substantially more constructs are taken into account.” [2].
Before going into details, it is noted that the collaborative tools such as board and
computer play irreplaceable role.
There are two basic factors need to be addressed when considering
blending: the most appropriate mix of instructional media and some effective
subject on selecting media [2].
1.1 Effective variables
 - Learners’ ability: Teacher need to pay attention on the ability of student
on applying technology such as the ability of using tools and means, how
frequency learners use, their attitude toward the device. Even though students
are familiar with computer and smart phone, teacher should teach them carefully
about how to use tools and means effectively for learning purpose.
- Lesson goal: For each section, teachers need to be clear about the aim of
the learning process. “BL means different things to different people” [10] so
media should be chosen that help learners reach the lesson goal. Mathematics
Curriculum 2018 emphasizes and encourage teacher to use technology, various
media and Internet to build up the Competence of using tools and means of
mathematics. In reverse, learning Math with technology also help for
interdisciplinary approach. [8]
- Infrastructure: This factor depends on the learning environment, the
limitation in a classroom and the condition of a school. In addition, oriented
development of school has essential effects on selecting suitable media.
- Media’s advantages: Every medium has pros and cons. For example, Quizz
requires fees to access multiple game but have several of available lesson while
Liveworksheet is free but have limit lesson for Vietnamese. Different choice of
technological tools will have different impact on the contexts.
1.2 Support software overview
There are a number of new-born software to serve the e-learning. However, in
this section, we only consider a few of them. The software is introduced and
divided based on their purpose for teaching and learning of secondary students.

Name Classroom Collecting Assessment Self-practice

Management Opinion exercises
Notion x x
Matific x x x
Class Dojo x x
Mentimeter x
 Padlet x x
Kahoot x x x
Booklet x x
Liveworksheet x x
Edpuzzle x x
Table 1: Purpose of some useful software

2. The Flipped Classroom model

2.1 Step 1
In this step, students learn mostly by themselves at home in online workspace
with given video, self-practice exercises and game-based learning.
Teacher contacts student by classroom support management app or
website such as Notion, Google Classroom. The learning material are posted
online on these platform and students can learn at their own pace.
2.2 Step 2
This is face-to-face learning environment where the learning activities happen at
school. Students are allowed to practice their knowledge through many activities
with friends in station such as practice with teacher, summary knowledge, using
technology for further study. Teacher now just a supporter or a guide, helps
students with unanswered question.
In this step, learners are encouraged to use tools and means in
Mathematics and practice real-life problem. Depending on the limitation of each
school, teacher can prepare lesson most suitable with this region.
2.3 Step 3
In the end of the lesson, students will do an assessment in the form of short
question or survey sheet so that teacher could know what they have learned.
Teacher uses the data to construct a route for each student. Then, learners can
follow teacher’s instruction or study in their own pace.
 In this step, teacher can use Padlet or Mentimeter to build an online
survey. On the other hand, teacher could collect data offline by handing out the
paper.

Step Student’s activities Teacher’s Activities

Step 1 Students learn new knowledge at Prepares learning materials: videos,
home. exercises, and games.
Step 2 Students work in station to practice Works as a supporter, help students
lesson. with unanswered question.
Step 3 Students answer some question as Collects data to construct a suitable
an assessment. Then, learners can route for each student.
follow teacher’s instruction or study
in their own pace.
Table 2: Steps to use Flipped Classroom Model

We consider an application in teaching lesson: Column Diagram (grade 6)

a. Step 1
Video for students to study at home on Edpuzzle
b. Step 2
Exercises for students working in station
c. Step 3
Teacher sends students a link for them to answer some question to collect the
data of their knowledge.

Fig. 1: An example of using Padlet to collect opinion

 Fig. 2: An example of KWL table

IV. Conclusion
Overall, BL can both improve advantages and reduce the downsides of digital
platform and face-to-face setting. With blending, learners are actively interacting
with learning environment in their favorite way and suitable time.
In Statistics and Probability Section, BL can meet the requirement of diverse
image and updated information sources for student having the most interesting
and up-to-date knowledge.
1. Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in
higher education.
2. An Instructional Media Selection Guide for Distance Learning (AIMSGDL)
3. Rebecca Launer (2010). Five Assumptions on Blended Learning: What Is Important to Make
Blended Learning a Successful Concept?
4. Luyi Li, Yanlin Zheng, and Fanglin Zheng (2011). Perception of Technology Introduction in
Blended Learning
5. Ananthi Sheshasaayee and S. Malathi (2018). Role of Data Analytics in Blended Learning Models of
Educational Technology
6. Anne Aronson (2018). Using a Blended Learning Approach in the Secondary Mathematics
Classroom.
7. Ya-Wen Lin, Chih-Lung Tseng, Po-Jui Chiang (2017). The Effect of Blended Learning in
Mathematics Course.
8. Math Curriculum 2018
9. MÔ ĐUN 9 ỨNG DỤNG CÔNG NGHỆ THÔNG TIN, KHAI THÁC VÀ SỬ DỤNG THIẾT BỊ
CÔNG NGHỆ TRONG DẠY HỌC VÀ GIÁO DỤC HỌC SINH TIỂU HỌC MÔN TOÁN
10. Discroll, M.: Blended Learning: Let’s get beyond the hype. LTI Newsline 2002 (2002),