Introduction

Math and technological innovation must not be isolated; the two cooperate perfectly, and each day, technological devices, programs, and software are manufactured to support the students in producing and deploying their learning mathematics in a practical and interesting method. Our lifestyle and the system of education have been entirely transformed by means of technology. The benefits of integrative, appropriate human rights served in the correct context in an application can create valuable, sustainable changes and learning regarding students learning math is demonstrated through this literature review.

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For example, the model could be blended (face-to-face and online) learning integrated with math instruction where students can access digital tools remotely and on the go, and teachers can differentiate teaching according to students (Pytash & O'Byrne, 2018). Technology has grown to a whole new level in education and continues to influence the learning of students, including gaining new resources when it comes to learning how to solve math problems in the course of education. Blended Learning for Math Model enables educators to provide students with more knowledge and, at the same time, stimulate further academic growth.

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Students today have different needs and interests, and the modern world changes quickly. Therefore, it is essential for the changes and adaptability to do so for them to maintain interest and motivation. Most students may lose interest and hence become bored and shift their focus to other irrelevant activities. Changes are needed in order to move learning forward and to produce student and teacher joy (Smith, A., 2020). In a fast-moving world, being flexible and adaptable is key. When we do things differently, we find new paths that hold the potential to be more effective and feasible ways to lead us to our destinations. People say," But it is about being open and trying new stuff. We are truly in the digital age; all biases should be dropped, and we should have a chance to test the waters, see more, and build new normality (Smith, A., 2020, p.268).’’

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In today's rapidly changing world, students have different needs and interests. As a result, it is crucial to adapt and make changes to keep them engaged and motivated. Some students may become disinterested and bored, leading them to focus on unrelated things. Making changes is necessary to take learning to the next level and create an enjoyable environment for students and teachers” (Smith, A., 2020). It is essential to be flexible and adaptable in today's fast-paced world. By exploring new ways of doing things, we can discover more efficient and practical approaches to help us achieve our goals. It is all about being open-minded and willing to experiment. We are in an absolute Digital age; we must leave all prejudices behind and allow ourselves to try new things, explore and find out what is more, and open new normality (Smith, A., 2020, p.268).

 

Blended Learning

The education system is primarily about delivering teaching and assessment and is too unwieldy to respond effectively to the needs of 25 different students in a classroom. As a result, we need to push out content in order to reach and assist as many students as we can. (Horn & Staker, 2015, p.26). The idea of student-centered learning has two aspects.

Personalized learning: Personalized learning places the individual needs of a student at the center. In this way of doing things, the curriculum is modified to help each child attain his or her unique goals. Competency-Based Learning: Competency-based learning refers to a system in which students must show that they are proficient in a specific course or subject area. It was in this method where the 1/3 online 2/3 traditional, where you learn online outside of the traditional classroom setting, warm up with others in person, and practice with the teacher for most of the day in an offline school setting. This mash-up is in the Station Rotation, Lab Rotation, and Flipped Classrooms. (Horn & Staker, 2015, p.73).

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Blended learning is now the interface of traditional teaching with technology. This is how students receive the education they need to learn how to learn and get ready for life after school (Truitt & Ku, 2018). Horn and Staker (2015) defined blended learning as a formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace.

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There are several benefits and advantages to following a blended learning approach, that is, high flexibility, enhanced effectiveness, more efficiency, time-saving, increased profitability, higher personalization, extended reach, higher student satisfaction, more integrated, accessible online exam practice, effective communication, and better teamwork. As such, “blended learning necessarily provides an attractive alternative for students and educators who wish for more interactive and motivating teaching” (Smith, 2020, p.244). We need to understand that the idea of blended learning did not begin today; it has been present for a long time with a new name, but no attention was paid to it. Therefore, it must increase the weight because this is the answer that we are looking for today.

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According to Piaget's theory, the stages of development in children are sensorimotor, Preoperational, Concrete Operations, and Operational operations. The pre-kindergarten students are in the preoperational stage, where they take an interest in imitation, drawing, imagining, and expressing their ideas and thoughts verbally. This stage is similar to Blended Learning, where kids are motivated to use their creativity and communicate openly (Fulbrook, P, 2020, pp. 189-191). The most important feature of Vygotsky's concept was the idea of peer learning. Here, the idea is that children guide and give children feedback to help them understand their current capacities. It is more like blended learning, and it is often used in the classroom and learning. Rotation stations are a key aspect of blended learning, as during students transition to a rotation station, they complete their individual learning, getting additional feedback and guidance from their teacher or helping peers. Fullbrook (2020) recommended that teachers help children finish their work successfully and make feedback possible for areas of improvement.

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The Internet is a larger platform for co-learning where pupils can interact with peers as well as other random people using social media, forums, chatrooms, polls, blog platforms and other digital facilities. These tools all come together to make a good digital tool that gives students a wide range of digital opportunities as they are interested in finding passion projects in the educational field (McNulty 2020, pp.68-69, 386).

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The Use Of Technology As A Work Tool

With the new normal as the COVID-19 pandemic, we have seen a lean over to blend in the use of technology in teaching and learning, this has increased the use of online activities and digital learning materials to support the education of children. With the help of these tools students can focus more, give more time to what they like to do, and learn challenging concepts effectively (Smith, 2020, pp.285-286).

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For example, McNulty (2020) mentions that "each second Google processes more than 63,000 searches". He recommended that classrooms integrate the web into the lessons, learning how to use the Internet, forming communities, and participating actively in learning. He went on to add social media by saying it was a communication tool that could link people from different countries of the world together on one platform. It is the age of the internet, where students can build their ability of high-order thinking, data processing, classification, idea generation, and executing it into a project.

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Station Rotation Models

Horn & Staker (2015) offer, "The model that classroom teachers, in particular, seem to latch onto first is the Rotation Model. The Model has sub-types like Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. In the Rotation Model, students rotate between different modalities as directed by a teacher or according to personal algorithms. These stations might consist of online learning, small-group instruction, whole-group instruction, and pencil-and-paper assignments at the student desk, in the lab, in another classroom. In computer labs, monitors could staff - rather than teachers - freeing teachers to assist with concept extension and critical thinking skills.

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The concept of stations is nothing new to education. Teachers have cycled kids through centers for decades, particularly in the elementary grades. An additional element is that online learning is one part of the loop (Horn & Staker, 2015). At its core, a station rotation lesson consists of three stations - Teacher-led, Online, and Offline. There will be different quantities of stations due to factors such as class period length, how many students are in a class, or limitations on furniture A Station Rotation is a course where students experience the Rotation model across a single container or group of classrooms.

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Individual Rotation

Horn & Staker (2015) suggest a bumper sticker that would summarize the individual rotation model as “Choose Your Modality” (p. 45). In an Individual Rotation, students rotate on an individually customized schedule among learning modalities. The individual model is described as providing an array of online and offline activities with fora-students are assigned a personalized rotation schedule either from the teacher (as in the case of the pioneering teacher who seeks out the materials and curates a personal rotation for each student) or through algorithms; the teacher monitors the progress and completion of each student. (Tucker, 2020) Students in the teach-to-one program around in the school day complete all of their work in an area called the Individual Rotation and will take a short assessment at the end of class each day.

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The process is as follows: an algorithm processes the data, determines which lessons and resources would be the best fit for each student the next day, and sends out that information to the students. This yields a personal day schedule for each student and teacher. Because Teach to One accrues data, it learns more about students, and hence it should improve in guessing the playlist that is optimal for each student (Horn & Staker, 2015). When teachers provide skill-targeted, individualized instruction for at-risk students with early literacy needs, it can be an effective practice (Macaruso et al., 2020).

 

Conclusion

Blended learning is a very effective mode of teaching and learning math. The critical findings and additional findings from other studies indicate that using digital collaborative literacy within a blended learning environment directly impacts student motivation,    engagement, and achievement.

 

Finally, regarding educational benefits for students who may be behind grade level, a    Blended learning program can offer a seamless approach to differentiated instruction, identifying areas of skill deficiencies. Of course, the blended learning models on math, such as station rotation and individual rotation, are likely to be effective only if educators make every effort to ensure that students are provided ample opportunities to use the digital component as recommended. 

 

It is crucial to prioritize emerging issues that meet the needs of our students.    Embracing technology for the younger generation and adopting the Blended learning method, which has gained significant traction after the pandemic despite being around for several years, is wise. 

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As an educator, it is essential to have theoretical support to gain new knowledge. This support is a guide to ensure one is on the right track and helps understand any research gaps. The authors mentioned in this review have provided valuable information that confirms our dedication to our students and profession. Therefore, having theoretical support is essential for professional growth and to demonstrate that there is support for our research work.

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