Blending Mathematics Education: Exploring Models, Impact, and Challenges in Teacher Preparation
Keywords:
blended learning, mathematics teacher education, instructional models, effectiveness, challenges, professional developmentAbstract
This systematic review explores the role of blended learning in mathematics teacher education, focusing on instructional models, effectiveness, challenges, and implications for practice. Through a comprehensive synthesis of existing literature, the review identifies diverse blended learning models, including the Rotation Model, Flipped Classroom, and Hybrid Flex Model, each offering unique opportunities for integrating online and face-to-face instruction. The review highlights the positive impact of blended learning on teacher preparation, as evidenced by enhanced content knowledge, pedagogical skills, and self-efficacy among educators. However, challenges such as infrastructure limitations, technological barriers, and concerns regarding online content quality require comprehensive support and professional development for educators. Collaborative communities of practice, mentorship programs, and institutional leadership play a crucial role in fostering a culture of innovation and continuous improvement in mathematics teacher education. Ultimately, embracing blended learning as a catalyst for educational innovation holds immense potential for enhancing mathematics education and preparing educators for the demands of 21st-century classrooms.
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