Blended learning

Linguistics

Mathematics education

Engineering

Philosophy

Learning environment

Biology

Semiotics

Systems engineering

Computer science

Paleontology

Educational technology

Test (biology)

Psychology

Task (project management)

Politics

Political science

Artificial intelligence

Representation (politics)

Active learning (machine learning)

Canadian Journal of Science Mathematics and Technology Education

This paper describes an embedded case study of “blended” teaching integrated with traditional lessons in a Student-Centered Active Learning Environment and social activities on the platform. The didactic phenomena were designed by creating learning environments, artifacts, and teaching/learning sequences in authentic educational contexts. We aim at improving the task design of a mathematics lesson with an impact on students’ performance in mathematics. Quantitative results show considerable benefits in the evolution of the use and coordination of several systems of semiotic representation. As a result, a better predisposition to the study of the subject seems to appear; moreover, the satisfaction test shows the achievement of alternative teaching methodologies for most of the students.

Blended Learning and Student-centered Active Learning Environment: a Case Study with STEM Undergraduate Students