Application of Hierarchical Analysis of the Efficacy of Digital Resource Integration in Mathematics Teaching and Learning

Resumo

Abstract At present, the construction and application of digital teaching resources is no longer an educational development trend but a normalized teaching tool. The purpose of this paper is to analyze the principle of digital integration of resources for teaching mathematics and develop the FAHP-Entropy model. Determine the weights of the first-level indicators in the hierarchical model constructed in this paper, then determine the weights of the second-level indicators by the entropy method, and use the fuzzy comprehensive evaluation method to carry out a comprehensive evaluation of the established indicators and then get the results. The study found that the total score of the fuzzy comprehensive evaluation of algebraic knowledge points is 83.825 points, and the secondary indicators are all above 75 points, with the highest being that D1 can make students’ analytical problem-solving ability improve significantly, up to 91.21 points. Most of the secondary indicators are in the first and second quadrants, of which A1 and B1 continue to maintain the zone in the first quadrant with high importance and good evaluation results. The fourth quadrant focuses on the improvement area with two secondary indicators, A4 and C1, indicating that A4 media presentation is diversified and C1 media is well-produced and attractive, both of which need to be further improved. The scores of the four first-level indicators in the comprehensive evaluation results of the geometry category are 81.111, 86.061, 82.525, and 82.957, respectively, and the highest among the second-level indicators is D3, with a score of 87.76. A1, A4, and C1 are in the fourth quadrant of the key improvement area, which is an indicator that does not match the importance of the results of the evaluation and is in urgent need of improvement. The Probability Statistics category had a slightly lower overall evaluation score than the Algebra and Geometry category of knowledge points. The total score of the comprehensive evaluation results was 81.898. The four primary indicators have scores of 80.438, 84.01, 79.901, and 83.281. The evaluation results of the A4 and C1 indicators are not aligned with their importance, and the other indicators perform better or have lower importance. This study provides new ideas for the analysis of the effects of digital resource integration.

Dados da obra

Tipo

Artigo

Periódico

Applied Mathematics and Nonlinear Sciences, v. 9, n. 1

Editora

De Gruyter

Ano

2024 (2024-01-01)

Idioma

en

Palavras-chave

digital teaching resources; mathematics education; digital resource integration; fuzzy comprehensive evaluation; indicator weighting; algebra; geometry; probability and statistics; media presentation; problem-solving skills; educational technology evaluation

Temas

Álgebra, Geometria, Probabilidade, Resolução de Problemas

DOI

10.2478/amns-2024-2945

ISSN

2444-8656

Licença

cc-by

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026