Creating Meaningful Connections: Fostering Interaction in a Blended Math Course

As a high school math teacher, I know that math can sometimes feel like a solitary subject—just you, your calculator, and an endless sea of numbers. But learning is never truly an individual pursuit. Some of the best “aha!” moments happen through collaborative problem-solving, peer discussions, and asking the right (or wrong) questions. That’s why, in my blended Workplace 20 course, I plan to create meaningful student-to-student and student-to-instructor interactions that go beyond just answering questions in a discussion board.

So, how do we bring a sense of community into an online or blended math classroom without it feeling forced? How do we make learning interactive and engaging while maintaining academic rigor? Let’s break it down.

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Building an Interactive Learning Space

1. LMS Forums (But Make Them Useful!)

Online discussion boards can be a graveyard of “I agree” responses, but they don’t have to be. In Workplace 20, I plan to use CANVAS discussion boards with targeted prompts that require students to think critically and explain their reasoning in math.

Example: Instead of asking students to post their answers to a problem, I’ll have them:

• Explain where they got stuck and let peers suggest solutions.
• Post a math question they created based on a real-world scenario.
• Respond to a classmate’s explanation using a different approach.

Why it Works: According to Building Community in an Online Course, interactive discussion boards create a sense of belonging and help students process material through dialogue. This method moves beyond surface-level participation and fosters real engagement.

Here is a video for how to use discussion boards in CANVAS

2. Flip (formerly Flipgrid) for Math Talk

Explaining your thinking is one of the best ways to truly understand math. Instead of just typing out responses, I will have students use Flip to record short video explanations of their problem-solving process.

Example:

• Each week, one student posts a “Math Mythbuster” video where they debunk a common misconception (like “Does multiplying always make a number bigger?”).
• Peer responses must include one follow-up question to spark deeper conversation.

Why it Works: Online Collaborative Learning emphasizes that students learn better when they take an active role in teaching and explaining concepts. Plus, hearing classmates’ voices and seeing their faces makes learning feel more personal and engaging.

Here is a little video tutorial for teachers:

3. Collaborative Problem-Solving Directly in CANVAS

Math isn’t just about getting the answer—it’s about how you get there. To emphasize this, students will work in small groups on collaborative problem-solving activities directly in CANVAS, where they can interact, comment, and refine their approaches together.

Example:

• I will post an open-ended problem (e.g., “Design a wheelchair-accessible ramp for a local business. What slope must it have?”).
• Groups will document each step of their process and explain their reasoning.
• Each group must provide peer feedback on another group’s approach.

Why it Works: Teaching in a Digital Age highlights that collaborative learning promotes critical thinking and problem-solving while helping students learn from multiple perspectives. This method also mimics how math is used in real life—teams working together to solve complex problems.

Here is a little video on how to use Collaborations in CANVAS

4. Social Media-Style Engagement with Hashtags

Who says math class can’t have a little social media fun? I plan to integrate classroom hashtags in CANVAS to encourage students to share connections between math and the real world.

Example:

• Weekly challenge: Post a real-world example of slope or rate of change using #MathInTheWild.
• Peer responses must extend or refine the original post.

Why it Works: Informal interactions allow students to see math outside of the classroom, making it more relevant and engaging. It also encourages a sense of community through shared learning experiences.

Ensuring Meaningful Interactions

Creating interactive elements is great, but how do we make sure they stay meaningful and don’t turn into just another “participation” requirement?

1. Clear Guidelines for Interaction

   • Students will receive rubrics and expectations for discussions, Flip videos, and CANVAS collaborations.
   • Posts and responses must add value—this means no “I agree” comments without further explanation.

2. Assessment with Purpose

   • Peer interactions will count toward participation marks, but quality over quantity will be emphasized.
   • Self-reflections will encourage students to consider how these interactions enhanced their understanding.

3. Creating a Safe and Supportive Environment

   • All communication must be constructive and respectful.
   • Students will be encouraged to take risks and embrace mistakes as part of the learning process.

Final Thoughts: Learning Math in Community

Math is often seen as an individual pursuit, but true understanding happens through discussions, debates, and collaborative problem-solving. By incorporating interactive elements like LMS forums, Flip videos, CANVAS collaborative workspaces, and hashtag challenges, this course will transform math learning from a solitary struggle to a community-driven experience.

Ultimately, the goal is to ensure that every student—whether at home or traveling for a tournament—feels connected, engaged, and supported in their math learning journey. Because in the end, numbers may be universal, but how we learn them should be anything but one-size-fits-all.

The Role of Narrative and AI in Crafting This Post

Writing this post involved a combination of my personal teaching experiences and ChatGPT’s ability to help organize and refine ideas. My goal was to ensure that this piece felt natural, engaging, and informative—not just a list of online tools, but an actual vision for student engagement in a blended math classroom.

How I Used Narrative

I framed the discussion around real classroom dynamics, considering how students experience math and what truly makes a difference in their learning. I kept the tone light and fun where possible, while still grounding everything in solid pedagogical theory.

How I Used ChatGPT

• I provided my key ideas and let AI help with structure to ensure logical flow.
• I referenced Building Community in an Online Course and Online Collaborative Learning, and ChatGPT helped synthesize these ideas into a coherent discussion.
• I refined the final product by adding my own voice and examples, making sure it reflected my experience as a high school math teacher.

AI-assisted writing doesn’t replace the personal and professional touch of a teacher’s insight—it simply acts as a tool to enhance organization, clarity, and depth.