A blended learning teaching approach aimed at improving post-primary students’ conceptual understanding of mathematics – a focus on algebra supported by digital pencasts

This research project investigated whether students’ conceptual understanding of algebra was improved with a taught intervention supported by digital pencasts. The motivation for this project was inspired by observing students’ difficulties when learning algebra in the author’s own classroom. Digital pencasts were used as a support tool throughout this investigation. Digital pencasting is the process of viewing web-based hand written notes with accompanying audio. The teaching intervention focused on the elements of Niemi’s (1996) framework for measuring conceptual understanding within the two separate groups; an adult education group and a transition year group. A statistically significant improvement was observed in the transition years’ conceptual understanding of algebra whereas there was no statistically significant improvement observable in the adult education group. The completion of this project unveiled the dearth of research currently available on digital pencasting. This project contributes to the literature already available on digital pencasting and may also be of benefit for practitioners by providing teachers with a new technology tool which students can use as an additional resource. A further contribution is the design of a teaching intervention which complements the aims of Project Maths that has the potential to enhance students’ conceptual understanding of algebra.