Author(s)

Shi Wang ¹

Affiliation(s)

¹ Hainan Vocational University of Science and Technology, Haikou, 571126, China

Corresponding Author

Shi Wang

ABSTRACT

In the context of vocational undergraduate education, students exhibit significant variations in their mathematical competence, rendering the traditional one-size-fits-all teaching model ineffective in meeting the developmental needs of learners at different levels. Based on the concept of adaptive learning, this study explores ways to implement stratified teaching in mathematics courses at the vocational undergraduate level. After analyzing the main problems in the current implementation of stratified teaching, a teaching model centering on learning condition diagnosis, hierarchical objective design, adjustment of instructional processes and evaluation-feedback mechanisms is constructed. A comparative teaching experiment is conducted to examine the effectiveness of the proposed approach. The results suggest that this model can enhance the relevance and adaptability of instruction to a certain extent, improving students' learning outcomes and being particularly effective in promoting the learning progress of those with weaker foundations.

KEYWORDS

Vocational Undergraduate Education; Mathematics Course; Stratified Teaching; Adaptive Learning; Teaching Reform

CITE THIS PAPER

Shi Wang. A Practical Study on Stratified Teaching of Mathematics in Vocational Undergraduate Education from the Perspective of Adaptive Learning. Advances in Educational Technology and Psychology (2026). Vol. 10, No. 1, 107-114. DOI: http://dx.doi.org/10.23977/aetp.2026.100114.

REFERENCES

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Sponsors, Associates, and Links

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• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education