User Case Study:
Transforming Mathematics Education with Maple, Maple Learn, and the Flipped Classroom Approach

This article presents the implementation of a blended learning framework, centered on the flipped classroom model, for teaching mathematics at the secondary level. The approach was applied in a diverse classroom, including students benefiting from reasonable accommodations. It integrates a wide array of resources: educational video capsules, self-assessment modules, and interactive exercises using Maple Learn, as well as randomly generated exercises with or without solutions, utilizing the advanced capabilities of Maple. These digital tools are complemented by non-digital materials, such as puzzles and scientific articles from educational magazines, all structured into a meticulously designed learning pathway.
The framework combines synchronous and asynchronous activities, supported by a Teams forum to encourage collaborative learning and ongoing interaction. It emphasizes differentiated instruction, continuous formative assessment, the creation of adaptive exercise tools with immediate and personalized feedback, and advanced modules for students eager to deepen their understanding.
This article explores the impact of these strategies on developing student autonomy, reinforcing conceptual skills, and promoting active cognitive engagement. The Pythagorean Theorem serves as a case study to illustrate the effectiveness of this approach.
In the context of European education, hybrid and flipped approaches emerge as effective solutions to the challenges of inclusive and differentiated teaching. These methods address the needs of heterogeneous classrooms by fostering student autonomy and active engagement.
In this study, we explore the integration of Maple and Maple Learn tools to design an innovative framework. This framework combines digital and non-digital resources, offering adaptive regulation of learning processes.
The central question of this article is: how can a combination of digital and non-digital resources support autonomy, differentiation, and student engagement in a heterogeneous mathematics classroom?
This article introduces a framework centered on the Pythagorean Theorem, demonstrating how pedagogical hybridization can transform mathematics learning.
Pedagogical hybridization draws inspiration from the work of Marcel Lebrun1, emphasizing the importance of the flipped classroom and differentiation to foster active and consistent learning. Within this framework, continuous assessment plays a crucial role in addressing the diverse needs of students and ensuring their progress.
European educational policies support this approach by promoting the development of digital skills and access to flexible and inclusive formats. These principles have guided the design of the framework presented in this article.
Population and Context
The class consists of 30 students enrolled in the Mathematics option (6 hours per week). It is heterogeneous, with varying levels of ability, and includes a group of students benefiting from reasonable accommodations.
Each student has access to a laptop, a scientific calculator, and a reliable Internet connection. This diversity necessitates pedagogical adaptation to ensure inclusion and the progression of every student.
Session Organization
The activities are structured to combine synchronous in-person work with asynchronous independent study. The "Pythagorean Theorem" chapter is scheduled over four in-person sessions, preceded by explanatory videos shared beforehand. Each video is accompanied by short quizzes to ensure students have watched and understood the foundational concepts.
In class, students work in pairs on a mathematical puzzle, promoting collaboration and practical application of the concepts covered. To reinforce their learning, Maple Learn and Maple modules are provided, offering interactive exercises and opportunities for advanced exploration to deepen their understanding.
This hybrid approach optimizes in-person time while fostering autonomy and active engagement among students.
Methods for Assessing the Impact of the Framework
The impact of the framework is assessed through a combination of in-class exercises, self-assessments, and a synthesis test. During each session, 15 minutes are allocated to a paper-based exercise derived from the interactive modules. These exercises are corrected and shared on the Teams forum to adjust learning as needed.
The videos sent beforehand, featuring integrated quizzes, enable students to conduct preliminary self-assessments, while data from Maple Learn and Maple modules provide detailed tracking of their progress. Finally, a synthesis test spanning two periods, scheduled at the end of the module, measures skill acquisition in a formal setting.
Non-Digital Resources
Digital Resources
This multiple-choice question module aims to identify the property at play, with the expected use of a calculator for intermediate calculations.
This question module requires rigorous algebraic development, enabling the consolidation of the concept addressed.
This question module presents the expected algebraic development based on a given geometric diagram, promoting an integrated approach between geometry and algebra.
Impact on Autonomy and Engagement: Feedback from students indicates an enhancement of their autonomy and engagement through the use of digital tools and the activities provided. The videos with quizzes promote independent preparation beforehand, allowing students to identify and address gaps in their knowledge before the sessions. The interactive modules in Maple Learn and Maple offer a space for personal exploration, stimulating their curiosity and enabling them to deepen their understanding at their own pace.
In class, the spontaneity observed during task execution, particularly during pair-based puzzles and exercises, reflects an increased interest in interactive activities. The sharing of corrections via Teams strengthens this involvement by encouraging students to use feedback to improve. Finally, the synthesis test acknowledges their work, completing a framework that balances autonomy and sustained engagement.
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