The purpose of this chapter is to help you prepare to design and implement blended learning within the secondary math classroom. The image on the cover of the book shows a broad range of disciplines, each represented by a branch of the tree. The four core skills for blended teaching are represented by the common roots of the tree that feed the branches.
While there are some broad commonalities in how blended learning looks across disciplines, there are also many subtle and unique approaches to blended teaching within each discipline. Math teachers can benefit from examples of blended teaching in math classrooms. As a result, this set of chapters is geared towards providing examples of blended teaching that are specific to the secondary math classroom.
In these chapters we also use examples from practicing teachers. They will help you see blended teaching in math through the lens of the blended teaching competencies: online integration, online interaction, data practices, and personalization.
In these chapters, you will receive instruction and ideas from experienced math teachers. Learn more about these teachers below.
Dawn enjoys teaching in a blended classroom because it allows her to work one-on-one and in small groups more often. This leads to closer relationships with her students and allows her to support deeper learning.
Sandy loves blended teaching because it opens up opportunities for student ownership, it's easier to manage, and she can better support struggling students.
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