Enhancing Student Numeracy: A Blend of Traditionaland Online Pedagogical Approaches
Keywords:
Blended Learning, Numeracy Skills, Flipped Classroom, Adaptive Learning Technologies, Digital DivideAbstract
This systematic review explores the landscape of enhancing student numeracy through a blend of traditional and online pedagogical approaches. By synthesizing a diverse body of literature, this study sheds light on the potential of blended learning models to elevate numeracy skills. Findings reveal that blended learning, exemplified by the "flipped classroom" model, effectively combines the merits of traditional and online education. Students engaged in blended learning environments consistently demonstrated improved numeracy outcomes, emphasizing the value of this approach. Customization and differentiation, made possible through adaptive learning technologies, foster inclusivity and cater to diverse learning needs, aligning with Universal Design for Learning (UDL) principles. However, the digital divide remains a significant challenge, threatening to perpetuate educational inequalities. Ensuring equitable access to technology is imperative. Additionally, educators must adapt to evolving roles as facilitators of learning, necessitating robust teacher preparation and professional development. This systematic review provides a comprehensive understanding of the dynamic landscape of blended pedagogical approaches in numeracy education. It highlights both the potential and challenges in our quest to enhance numeracy skills. Future research must continue to explore the impact of blended learning across various educational contexts, address the digital divide, and invest in teacher empowerment. Ultimately, this journey towards effective numeracy education, powered by blended learning, promises a brighter future for learners worldwide.
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