Hybrid didactic design research for fraction understanding during pandemic-induced remote learning: Addressing ontogenic, didactical, and epistemological obstacles
DOI:
https://doi.org/10.33830/ijdmde.v3i1.12898Keywords:
Didactical design research, Fractions, Hybrid didactic design, Emergency remote teaching; , Epistemological obstacles, Ontogenic obstacles.Abstract
Understanding fractions remains a persistent challenge in mathematics education, particularly during emergency remote teaching conditions. While previous research has employed various methodologies to investigate fraction comprehension, few have utilized didactical design research (DDR) to systematically address multiple learning obstacles during pandemic-induced remote learning. This study contributes to the field by developing and validating a hybrid didactic design that integrates face-to-face and online learning modalities to overcome ontogenic, didactical, and epistemological obstacles in fraction education. Using a multi-stakeholder approach, we engaged 29 eighth-grade students (ages 14-18), 27 seventh-grade students (ages 13-15), one mathematics teacher, and 71 parents in a comprehensive DDR framework. The hybrid didactic design achieved content validity with a CVR value of 1.0 from seven expert validators. Through thematic analysis of learning obstacles and qualitative retrospective analysis of implementation data, we identified specific manifestations of each obstacle type and designed targeted pedagogical interventions. Post-implementation results demonstrated substantial reduction across all three obstacle categories. The key contribution of this research lies in demonstrating how hybrid didactic designs can effectively address multiple learning obstacles simultaneously through coordinated instructional strategies that leverage both synchronous and asynchronous learning environments. Our findings provide empirical evidence for the effectiveness of DDR methodology in emergency remote teaching contexts and offer a replicable framework for mathematics educators facing similar challenges. The study advances theoretical understanding of learning obstacles while providing practical solutions for fraction education in hybrid learning environments.
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