Vocational Mathematics Research Articles

Research on the Practice and Application of Modeling Ideas in Higher Vocational Mathematics Teaching

Research on the Practice and Application of Modeling Ideas in Higher Vocational Mathematics Teaching

Research on the Practice of Higher Vocational Mathematics Teaching Based on a Mathematical Experiment Platform

For most vocational colleges, the introduction of mathematics laboratory courses is still in the continuous exploration phase, and the views on mathematics laboratory courses vary from one institution to another. In the two years since the introduction of mathematics experiments, we have adopted a combination of basic mathematical experiments and modeling mathematical experiments to open up students' horizons, stimulate their enthusiasm for learning mathematics, cultivate their awareness and ability to use mathematical methods with the aid of computers to solve practical problems, and foster their innovative spirit.

Curriculum Reform of Higher Vocational Mathematics Under the Background of Digital Transformation

Under the background of digital transformation, the reform of the higher vocational mathematics curriculum faces urgent challenges and opportunities. This article explores the impact of digital transformation on the reform of higher vocational mathematics curriculum and emphasizes the importance of improving teaching methods centered on learners. The article proposes specific reform methods and discusses the practical application of digital technology in the reform process. By combining digital technology with specific reform methods, further conducting innovative practice research, and continuously exploring the path of reform, we can effectively improve the quality of higher vocational mathematics classroom teaching and provide strong support for the cultivation of comprehensive qualities and employment abilities.

Performance assessment of college students higher vocational mathematics education using fuzzy evaluation model

Higher vocational mathematics education is advanced and related to real-time applications providing vast knowledge. Teaching and training peculiar mathematical problems improve their educational and career-focused performance. Therefore optimal performance assessment methods are required for reducing the lack of knowledge in mathematics learning. This article hence introduces an Articulated Performance Assessment Model (APAM) for consenting mathematics assessment. In this model, fuzzy optimization is used for consenting different factors such as understandability, problem-solving, and replication. The understandability is identified using similar problem progression by the students, whereas replication is the application of problem-solving skills for articulated mathematical models. From perspectives, problem-solving and solution extraction is the theme that has to be met by the student. The assessments hence generate a perplexed outcome due to which the fuzzy optimization for high and low-level understandability is evaluated. The optimization recommends the change in varying steps in problem explanation and iterated replication for leveraging the students’ performance. This process swings between irrelevant and crisp inputs during fuzzification. In this process, the crisp inputs are the maximum replications produced by the students for better understanding. Therefore, the proposed model is evaluated using efficiency, maximum replication, fuzzification rate, and analytical time.

The Practice of Secondary Vocational Mathematics Teaching Reform in the Context of Vocational Education College Entrance Examination—Taking Nanning No. 1 Vocational and Technical School as an Example

The Practice of Secondary Vocational Mathematics Teaching Reform in the Context of Vocational Education College Entrance Examination—Taking Nanning No. 1 Vocational and Technical School as an Example

Research on the Reform Path of “Three Teachings” of Higher Vocational Mathematics in the Context of Digital Transformation of Education

Abstract According to the cultivation goal of vocational education, this paper analyzes the ontological connotation of digital transformation of vocational education from four aspects, namely, precise teaching, embodied learning experience, intelligent management mode, and visualization of evaluation path, and points out the direction of reform of “three-teaching” in higher vocational mathematics. The research subjects were selected and questionnaires were distributed to analyze the current situation of the “Three Teaching Reforms” of higher vocational mathematics under the perspective of digital education. The results summarize that 8 teachers believe that their ability to basically meet the needs of the “Three Teachings” reform, and the number of teachers who say that their ability is not quite able to meet the “Three Teachings” reform is the same, both accounting for 26.67%, while 53.33% of the teachers are still adopting traditional teaching methods and means. Teaching methods and methods. Based on the results of the current situation analysis, we propose a path for the reform of the three aspects of higher vocational mathematics under the perspective of digital education from the three dimensions of teacher cultivation, textbook innovation and teaching methods.

ANALISIS KEMAMPUAN PEMECAHAN MASALAH BENTUK NUMERASI PADA KONTEN MATEMATIKA SMK

This study aims to analyze students' problem-solving abilities in solving problems on vocational mathematics problems. There are 4 indicators for problem solving abilities, namely identifying data adequacy to solve problems, creating a mathematical model of a problem, choosing and implementing a problem solving strategy, and re-examining the results of the answers that have been made. The research subjects were 30 class XII students of SMK Plus Pakuhaji-Tangerang and the test instruments were math numeration questions at SMK Plus and interview tests. The method used in this research is descriptive qualitative. Based on the research results, it was found that the highest error rate was at the indicator stage for making a mathematical model, namely 50.71% and included in the very high criteria, on other indicators students got quite high criteria. It can be concluded that there are still many students who have difficulty in making mathematical models in the problems presented while in identifying problems the average student is quite able to identify problems but cannot be said to be good or very good because problem solving questions are new things given to students

PENGEMBANGAN INSTRUMEN LITERASI NUMERASI KONTEKS SOSIAL BUDAYA DI SMK PLUS PAKUHAJI

This study aims to produce a Vocational Mathematics numeracy literacy instrument that has been tested for validity and reliability, as well as through a systematic analysis of the instrument using a test of discrimination and index of difficulty. This type of research is development research with the Wilson model and the Oriondo and Antonio models. Methods of data collection using interviews, expert validation sheets, questionnaires and numeracy literacy tests. Data were analyzed descriptively and quantitatively. The research results obtained were: 1) the expert's assessment stated that this numeracy literacy instrument was an appropriate instrument to use; 2) the readability test shows that this numeracy literacy instrument is in the "good" category, 3) the validity test shows that this instrument is valid; 4) this numeracy literacy instrument is a reliable instrument with a reliability value of ????????>????????????????????????; 5) has a good interpretation of discriminating power with conclusions that can be used without revision; 6) Average item difficulty index. So that the resulting instrument is a feasible instrument used to measure students' numeracy literacy

Application and Integration of Stochastic Mathematical Decision Tree Modeling Algorithm in Higher Vocational Mathematics Training Intelligent Platform

Application and Integration of Stochastic Mathematical Decision Tree Modeling Algorithm in Higher Vocational Mathematics Training Intelligent Platform

Research on Relationship of Mathematical Literacy in Mathematics Curriculum Standards and Evaluation in Higher Vocational Education

The relationship between higher vocational mathematics curriculum standards and core literacy is analyzed as it is of great significance for discussing the reform of higher vocational mathematics curricula for the cultivation of core literacy. The information resource data related to the curriculum standard is processed through the literature method and content analysis method. As a result, the existing mathematical classification and characteristics of higher vocational education are investigated with mathematical models. In the PSIA evaluation framework, the relationship between curriculum standards and mathematical literacy is evaluated and studied.

Research on the design of micro-course in secondary vocational mathematics by ARCS model

Research on the design of micro-course in secondary vocational mathematics by ARCS model

Research on higher vocational mathematics teaching based on core literacy cultivation

Research on higher vocational mathematics teaching based on core literacy cultivation

고등학생들의 수학 과목 수강 결정에 영향을 주는 기대-가치 요인

With the full implementation of the high school credit system in 2025 and the application of the 2022 revised mathematics curriculum, more mathematics subjects can be offered than in the previous curriculum, but the number of subjects which students can choose is limited. Therefore, this study analyzed 550 high school students through factor analysis based on the Expectancy-Value Theory (Eccles et al., 1983), and the factors were found to be: achievement-related expectancy, environment, utility value, and cost. The responses to the factors that influence the choice of mathematics subjects differed between the first and second grades of high school and the third grade of high school, and were also found to be different by their desired fields. And, as a result of analyzing what subjects high school students chose and why, the subjects they wanted to take were in order of preference: “Algebra, Calculus I, Probability and Statistics, Calculus II, Geometry, Artificial Intelligence Mathematics, Mathematics and Culture, Economic Mathematics, Practical Statistics, and Vocational Mathematics”. The more closely related to the career path and the more expected to be a CSAT subject it was the higher the desire to take the course was. In choosing math subjects, students often had difficulties because their career paths were not yet determined or their aptitude was not properly identified, and they needed subject guidance that included information such as “career, college entrance exam, subject content, and relevance to pre-learning content.”

Discussion on the Teaching of Formula in Secondary Vocational Mathematics

Discussion on the Teaching of Formula in Secondary Vocational Mathematics

The Practice and Exploration of Integrating Curriculum Ideological and Political Theory into Secondary Vocational Mathematics Classroom

The Practice and Exploration of Integrating Curriculum Ideological and Political Theory into Secondary Vocational Mathematics Classroom

Critical and Vocational Mathematics: Authentic Problems for Students From Historically Marginalized Groups

This article presents a philosophical and pragmatic critique of critical mathematics (CM) and current vocational mathematics (VM) in the United States. I argue that, despite differences, CM and VM advocates share the view that the inauthentic contextualization of secondary mathematics does particular harm to students from historically marginalized groups and that the subject therefore should be recontextualized to address their lived experiences and apparent futures. Drawing on sociological theory, I argue that, in being responsive to so-called authentic real-world concerns, CM and VM fail to be responsive to the self-referential principles and specialized discourses necessary for future study of mathematics and, as such, may further disempower the very students that CM and VM advocates seek to empower.

Using Group Cooperative Learning Model to Improve the Effectiveness of Vocational Mathematics Teaching

Using Group Cooperative Learning Model to Improve the Effectiveness of Vocational Mathematics Teaching

Research on the Application of Subject Collaborative Teaching Method in Secondary Vocational Mathematics

Research on the Application of Subject Collaborative Teaching Method in Secondary Vocational Mathematics

Problems and Countermeasures in the Teaching of Higher Vocational Mathematics and Applied Mathematics

Problems and Countermeasures in the Teaching of Higher Vocational Mathematics and Applied Mathematics

Practical Exploration of Question Teaching Method in Secondary Vocational Mathematics Classroom

Practical Exploration of Question Teaching Method in Secondary Vocational Mathematics Classroom