Reflections from the Mathematics Lesson with Micro learning: A Different Educational Experience in the Digital Age

Abstract

The process of mathematics lessons was differentiated through microlearning, and the student experiences at the end of this process constitute the focus of this study. This approach, which offers students an innovative educational experience in the digital age, has become even more important with the rapid development of technology. The participants in the study, which employed a qualitative research method, consisted of sixth-grade students. Data was collected through semi-structured interviews and analyzed through content analysis. The findings of this study identified three main categories: positive and negative aspects of microlearning, digital content context, and comparison with face-to-face teaching. Students were able to follow the digital content at their own pace and rewatch it when needed. Learning mathematics in small chunks provided a different and engaging experience for them, allowing them to discover the power of digital media in education. This study highlights the advantages of microlearning and its potential for integration with face-to-face instruction. Microlearning provides a richer and more flexible learning environment in mathematics courses and is adaptable to various courses and subjects.