| Abstract [eng] |
This paper explores hybrid mathematics teaching in the primary classroom, with a particular focus on how this way of teaching takes on new dimensions through digital tools and technologies. The introduction of information technology in education poses challenges for teachers in terms of preparation time, technical equipment, and the adaptation of teaching content. Hybrid teaching, combining both contact and distance elements, is becoming more and more common, especially in today's technology-driven society. However, research has shown that this mode of teaching poses challenges for both students and teachers. The success of hybrid lessons depends on the selection and application of appropriate teaching methods and technologies that promote student motivation and engagement in the learning process. This paper aims to analyse the characteristics of hybrid mathematics teaching in primary classrooms, to identify the problems faced by teachers and to develop proposals to address them. The study found that hybrid maths teaching has both advantages and disadvantages. Advantages include the ability to personalise learning, to encourage students to use new learning methods and resources, and to make learning more accessible to students who cannot come to school. However, this approach requires more preparation on the part of teachers, can lead to increased workload for both teachers and pupils, and can cause technical problems. To facilitate teachers' work and increase the effectiveness of hybrid mathematics teaching, a support plan has been developed, which proposes to develop more handouts, create an online task bank, encourage teachers to share links to useful resources, provide one-to-one support and guidance to teachers, provide technical support to teachers, and use virtual learning environments such as Google Classroom. The hybrid maths lessons designed on the Google Classroom platform were found to have an impact on students' achievement, but there was a decrease in higher-level skills. This suggests that while overall progress may be made, some specific areas may lose significance, and it is important to consistently improve teaching methods and support teachers to ensure a sustainable and high-quality hybrid teaching process. On the other hand, teachers' preparation time for lessons has become shorter and the process more efficient. |
