Mathematical Intimacy within Blended and Face-to-face Learning Environments

Oftentimes, learning mathematics involves using technology as a conscious attempt to understand the material in a new and accessible mode, to increase performance, and to expand one’s knowledge regardless of the level of training. While comparative assessments of students’ performances in blended and face-to-face environments are essential, the authors of this paper analyze students’ mathematical intimacy and flow experiences, as well as their confidence and perseverance while learning mathematics in two different settings. Are students more engaged in problem solving, more inclined to experience joy, excitement and affection, more confident, and more persistent while doing mathematics in blended or in traditional learning environments? The authors of this paper aim to answer the question from the perspective of using MyMathLab, a Pearson based online course, within a blended teaching and learning environment for Algebra and Trigonometry, a large first year university mathematics course. This paper aims to analyze and interpret students’ mathematical intimacy, confidence and perseverance in these two different learning environments.