Published Paper Details:

Mathematical problem-solving is the all-important skill that is expected from a student at the undergraduate level as it builds logical reasoning, analysis and decision making. However, the conventional lecture-based teaching mode usually leads to emphasis on procedures rather than conceptual understanding, leaving the students to encounter problems when dealing with new or practical mathematical problems. The new advancements in educational technology have provided opportunities to innovate mathematics education through blended and hybrid learning environments. Recent innovations in educational technology have offered opportunities to innovate mathematics education in blended and hybrid learning environments. The paper suggests that a Technology-Integrated Blended and Hybrid Learning (TIBHL) Pedagogical Model can be used to improve mathematical problem-solving of undergraduate students. The suggested model combines the classroom teaching model with Learning Management Systems (LMS), GeoGebra, Desmos, learning with ChatGPT, formative assessment online, video lectures, collaborative learning and learning analytics. Proposed is a quasi-experimental design with 70 undergraduate students, where half of the students are assigned to an experimental group using TIBHL model while the other half are assigned to a control group using traditional teaching with 35 students being allocated to each group. The pre- and post-tests and structured student questionnaire will be used to gather data, and a student engagement scale will also be utilized. It is hoped the proposed model would make conceptual learning in mathematics, mathematical reasoning, mathematical involvement, self-study, and student learning achievement better. The results are likely to help mathematics teachers create learning environments supported by technology that promote deeper understanding and appropriate mathematical problem solving.