Analysis of tutors’ responses to students’ queries in a second linear algebra course at a mathematics support center

Cronin, Anthony; Stewart, Sepideh

doi:10.1016/j.jmathb.2022.100987

Cited by 4 publications

(1 citation statement)

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“…It can be said that the importance, functionality, fundamentality and applicability of higher mathematics have become more and more prominent, especially in the cultivation of innovative talents is playing a pivotal role [4]. It can be seen that, in the face of such an important position of higher mathematics courses, as well as the coverage and influence of such a large number of characteristics, the quality of its teaching, good or bad, will inevitably have a great impact on the quality of training of personnel in various specialties [5].…”

Section: Introductionmentioning

confidence: 99%

An Innovative Model of Higher Mathematics Curriculum Education Incorporating Artificial Intelligence Technology

Zhang

2023

Applied Mathematics and Nonlinear Sciences

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This paper first proposes the direction of constructing a higher mathematics teaching mode supported by intelligent technology and then models the learner portrait of the learning outcome data according to the subject knowledge graph. An improved ant colony optimization algorithm is used to search for the optimal learning path, which is then combined with an improved convolutional neural network to generate a personalized learning path. The Trans R method is used to quantify the relationship between learners and learning resources and a semi-supervised learning conditional random field method based on K-NN is proposed to label learning resources and generate learning accurate evaluation for smart teaching. The smart teaching model of advanced mathematics courses is applied and analyzed in terms of students’ advanced mathematics pre and post-test scores, students’ satisfaction, teachers’ teaching methods and teaching resources in four directions. The analysis obtained that the posttest scores of the learners in the experimental group were 75.631, and the posttest scores of the learners in the control group were 66.314, with a difference of 9.317. The significance level of the variance chi-square test was 0.000<0.05, which shows that there is a significant difference between the posttest scores of the experimental group and those of the control group, and it indicates that the wisdom teaching of higher mathematics significantly enhances the learning performance of the learners.

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Section: Introductionmentioning

confidence: 99%