Improving the nation's math prowess and preparing the youth to be college or career ready, may need to be solved by a culmination of theories from different perspectives. As the controversial meshing hypothesis contends that teachers should present information according to each students' learning styles; this can be extremely difficult in a traditional classroom. With the help of blended learning models and smart technology in the math classroom, more learning styles can be addressed. The problem is most high school students may not be aware of their preferred learning style which can make it difficult to select optimal methods of learning new information, especially in cognitive reasoning in math. The purpose was to determine whether students who were made aware of their PLS and appropriate study strategies, using Neil Fleming's VARKRTM profile, perform any differently academically in traditional classrooms versus blended learning classrooms, as instructional learning time is held fairly constant. A quantitative study was performed among 61 Algebra II students in a Midwestern high school. ANOVA tests determined there was no significant difference among each set of the pretests (F = 0.011, p > 0.05), posttests (F = 0.127, p > 0.05), and value-added scores (F = 0.153, p > 0.05), between the classroom types. Also, factorial ANOVA tests determined no significant interaction between the classroom type and PLS for posttests (F = 1.158, p > 0.05), and value-added scores (F = 1.408, p > 0.05). Other findings suggest individual value-growth improvements in the blended learning class (100% students successfully met growth target) compared to the traditional class (87% success). Due to limitations of the design methodology, further studies are highly recommended where tighter controls are maintained (e.g., time span, testing documents, better training on PLS strategies), to investigate this novel concept. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]