Optimising the content and pedagogy of the mathematics curriculum in vocational education in an information technology environment
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03 févr. 2025
À propos de cet article
Publié en ligne: 03 févr. 2025
Reçu: 27 sept. 2024
Accepté: 01 janv. 2025
DOI: https://doi.org/10.2478/amns-2025-0034
Mots clés
© 2025 Meng Wang et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
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Figure 5.
The acceptance table of information technology
| Totally dislike | Not very much | It doesn’t | Like | Very like | |
|---|---|---|---|---|---|
| The recognition of the use of information technology in the classroom | 0.7% | 3.0% | 8.5% | 25.0% | 62.80% |
| The recognition of the use of information technology outside the classroom | 0.8% | 2.8% | 9.3% | 29.8% | 57.30% |
| The recognition of Chinese language is used outside the classroom | 9.6% | 7.5% | 10.1% | 51.9% | 20.90% |
Statistics on the function of external information technology
| Project | Topic | Percentage | Mean value | Standard deviation | |
|---|---|---|---|---|---|
| Cognitive development | Teachers will recommend excellent learning resources in the extracurricular activities, such as articles, books, microclasses, etc. | Never | 8.4% | 2.642 | 0.8324 |
| Occasionally | 30.8% | ||||
| Sometimes | 45.7% | ||||
| Often | 14.2% | ||||
| Always | 0.9% | ||||
| Communication | Will the teacher use the information technology such as the network to communicate with you and discuss the questions and rewards of the literature | Never | 40.1% | 1.925 | 0.8247 |
| Occasionally | 33.8% | ||||
| Sometimes | 27.3% | ||||
| Often | 1.3% | ||||
| Always | 0.7% | ||||
| Evaluation feedback | Will the teacher be able to evaluate and feedback on your learning by means of online information technology | Never | 60.0% | 1.6185 | 0.8652 |
| Occasionally | 21.3% | ||||
| Sometimes | 19.4% | ||||
| Often | 0.6% | ||||
| Always | 0.5% | ||||
Sample matching t test
| Pair difference | T | Sig. | |||||
|---|---|---|---|---|---|---|---|
| Average | Standard deviation | Standard error mean | Confidence interval of 95% difference | ||||
| Lower limit | Upper limit | ||||||
| Pre-mid-school students’ mathematical ability | -0.0594 | 0.0701 | 0.0142 | -0.0854 | -0.0315 | -4.622 | 0.001 |
| Middle and secondary college students’ mathematical ability | -0.195 | 0.152 | 0.0262 | -0.245 | -0.133 | 7.148 | 0.001 |