Abstract
The purpose of this study is to provide an integrated method of fuzzy theory basis for individualized concept structure analysis. In order to insight the misconception of learning basic mathematics and progress teaching. This method integrates Fuzzy Logic Model of Perception (FLMP) and Interpretive Structural Modelling (ISM). The combined algorithm could analyze individualized concepts structure based on the comparisons with concept structure of expert. In this paper, some well-known knowledge structure assessment methods will be discussed. For item connection, Bart et al ordering theory and Takeya’s item relational structure provided ordering coefficient to construct item relationships and hierarchies. For concepts or skills connection, Warfield’s ISM and Lin et al Concept Advanced Interpretive Structural Modelling (CAISM) provided to construct graphic relationship among elements and display the individualized concept hierarchy structure by numeric and picture. Samples contain 427 which come from Min-Hwei Junior College. Subjects were analyzed by CAISM. It shows the traditional assessment is not the only criteria; it must be combined with other assessment tools. The result shows that CAISM gives meaningful learning and lacks of learners.
Highlights
IntroductionMATEC Web of Conferences diagnosis and pedagogy [10]
The integrated method of individualized concept structure based on fuzzy logic model of perception (FLMP) and interpretive structural modelling (ISM) will be developed [11] [12] [13]
For the feasibility of remedial instruction based on the cognition diagnosis, clustering method is needed so that students within the same cluster own similar knowledge structures and students among different clusters have the most variance on knowledge structures [14]
Summary
MATEC Web of Conferences diagnosis and pedagogy [10]. The integrated method of individualized concept structure based on fuzzy logic model of perception (FLMP) and interpretive structural modelling (ISM) will be developed [11] [12] [13]. An example of empirical test data of linear algebra concept for students of learning deficiencies will be analyzed and discussed. For the feasibility of remedial instruction based on the cognition diagnosis, clustering method is needed so that students within the same cluster own similar knowledge structures and students among different clusters have the most variance on knowledge structures [14]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
