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Multi-Perspective Exploration of Mathematics Teaching Practice in Higher Education

Author(s)

Jia Liu

Affiliation(s)

Zibo Polytechnic University, Zibo, Shandong, China

Abstract

This study aims to address the prominent issues in current higher education mathematics teaching, such as low student engagement, disconnection between theoretical knowledge and practical application, and single-dimensional teaching mode, by exploring the optimization paths of mathematics teaching practice from multiple perspectives. The research adopts a mixed-methods approach combining literature metrological analysis, qualitative interviews, quantitative surveys, and comparative analysis of teaching models. First, it systematically combs the evolution and research hotspots of domestic and foreign higher education mathematics teaching practice through literature metrological analysis; then, it conducts in-depth interviews with 50 mathematics teachers from 15 universities and distributes 800 questionnaires to students majoring in mathematics-related disciplines to collect first-hand data on teaching practice; subsequently, it analyzes the current status and existing problems of mathematics teaching from four core perspectives: teaching content, teaching methods, teaching evaluation, and educational technology integration; finally, it verifies the effectiveness of multi-perspective optimization strategies through comparative analysis of teaching models. The results show that: optimizing teaching content to strengthen the connection between mathematics theory and interdisciplinary applications can improve students’ practical problem-solving ability by 32.5% on average; applying interactive and inquiry-based teaching methods can increase student classroom participation rate by 41%; constructing a diversified teaching evaluation system can more comprehensively reflect students’ comprehensive quality; and the in-depth integration of educational technologies such as intelligent teaching platforms and mathematical simulation software can effectively enhance the visualization and interactivity of abstract mathematical concepts. This study provides theoretical support and practical reference for promoting the reform and high-quality development of higher education mathematics teaching.

Keywords

Higher Education Mathematics Teaching; Multi-Perspective Exploration; Teaching Content Optimization; Teaching Evaluation System; Educational Technology Integration

References

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