Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-16

Applied Mathematics and Nonlinear Sciences

https://www.sciendo.com

An Innovative Model of Higher Mathematics Curriculum Education Incorporating

Artificial Intelligence Technology

Xiaohui Zhang1,†
1. School of Mathematics and Statistic, Zhengzhou Normal University, Zhengzhou, Henan, 450044,
China.

Submission Info

Communicated by Z. Sabir
Received January 14, 2023
Accepted June 28, 2023
Available online December 18, 2023

Abstract
This paper first proposes the direction of constructing a higher mathematics teaching mode supported by intelligent
technology and then models the learner portrait of the learning outcome data according to the subject knowledge graph.
An improved ant colony optimization algorithm is used to search for the optimal learning path, which is then combined
with an improved convolutional neural network to generate a personalized learning path. The Trans R method is used to
quantify the relationship between learners and learning resources and a semi-supervised learning conditional random field
method based on K-NN is proposed to label learning resources and generate learning accurate evaluation for smart
teaching. The smart teaching model of advanced mathematics courses is applied and analyzed in terms of students’
advanced mathematics pre and post-test scores, students’ satisfaction, teachers’ teaching methods and teaching resources
in four directions. The analysis obtained that the posttest scores of the learners in the experimental group were 75.631,
and the posttest scores of the learners in the control group were 66.314, with a difference of 9.317. The significance level
of the variance chi-square test was 0.000<0.05, which shows that there is a significant difference between the posttest
scores of the experimental group and those of the control group, and it indicates that the wisdom teaching of higher
mathematics significantly enhances the learning performance of the learners.

Keywords: Artificial intelligence technology; Subject knowledge mapping; Ant colony optimization algorithm;
Learning path; Higher mathematics course.
AMS 2010 codes: 00A35

†Corresponding author.
Email address: zzsyzxh2006@163.com ISSN 2444-8656
https://doi.org/10.2478/amns.2023.2.01524
© 2023 Xiaohui Zhang, published by Sciendo.
This work is licensed under the Creative Commons Attribution alone 4.0 License.
2 Xiaohui Zhang. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-16

1 Introduction

Higher mathematics courses have been emphasized and considered for a long time as a crucial
component of higher education. It has long received much attention and concern and has been listed
by the Ministry of Education as one of the six key courses in higher engineering colleges and
universities. It is also an indispensable public basic theoretical course in the study of science and
technology and economics majors in comprehensive institutions of higher education [1-2].

In recent years, with the deep development of the economy and society, the application of higher
mathematics can be seen everywhere, almost penetrating all walks of life, especially in the field of
management science, and high technology occupies an increasingly important position [3]. It can be
said that the importance, functionality, fundamentality and applicability of higher mathematics have
become more and more prominent, especially in the cultivation of innovative talents is playing a
pivotal role [4]. It can be seen that, in the face of such an important position of higher mathematics
courses, as well as the coverage and influence of such a large number of characteristics, the quality
of its teaching, good or bad, will inevitably have a great impact on the quality of training of personnel
in various specialties [5].

However, in terms of the current status of higher mathematics teaching, in the current stage of the
comprehensive reform of the education system, although the teaching reform of higher mathematics
has made some progress. However, the traditional teaching and reform of higher mathematics, in the
context of the demand for innovative talents, are still unable to meet the needs of the talent market.
In particular, it is still far from being able to adapt to the needs of innovative education and the rapid
development of higher education, and it is necessary to pay attention to and explore the drawbacks of
higher mathematics teaching and its reform strategy under the concept of innovation education [6].

This paper combines artificial intelligence technology to construct a wisdom teaching model for
higher mathematics courses, using the learning result data to calculate the similarity between the
current learning level and the subject knowledge map and obtain the learner’s personalized
knowledge map. The improved ant colony algorithm is used to recommend personalized learning
paths. Based on the TransR method to embed the relationship between learners and learning resources,
a semi-supervised learning conditional random field method based on K-NN is proposed to add
annotations for learning resources to realize the smart teaching learning service recommendation
based on the subject knowledge graph. The pre and post-test comparisons of students’ performance
in higher mathematics are conducted, and the application effect of the smart teaching mode is
analyzed in terms of students’ satisfaction evaluation and teachers’ teaching mode transformation and
then finally, the supply of teaching resources of the smart teaching mode is analyzed. It can be
concluded through the analysis that the combination of higher mathematics course education and
artificial intelligence technology can improve mathematics performance and optimize the teaching
mode and teaching resources.

2 Relevant studies

1) Research related to higher mathematics curriculum education

Wilkins, J. L. M. et al. used a logistic regression model, combined with data from 1504 college
students at a public university, to investigate the relationship between students’ completion of their
first undergraduate mathematics course and course achievement and the likelihood of earning an
engineering degree within six years [7]. Athavale, P. et al. analyzed the basic predictors of quantitative
engineering students’ performance in advanced mathematics courses by collecting data from 72
engineering students enrolled in advanced engineering mathematics courses [8]. Lyakhova, S. et al.
 An Innovative Model of Higher Mathematics Curriculum Education Incorporating Artificial Intelligence 3
Technology

interviewed 16 students, 8 of whom participated in online courses. Through interview data, the aim
is to understand how students experience further math lessons. Among them, further mathematics
programs are carried out with the aim of providing students with advanced mathematical qualities [9].
Klimina, N. V. et al. show that the visual presentation of educational information is not only a way to
solve mathematical and informatics problems but also can improve students’ algorithmic, logical and
computational thinking and can also change teachers’ teaching activities [10]. Nurrahmah, A. et al.
investigated students in the mathematics education research program at the University of Jakarta in
the form of qualitative research, analyzing and describing the differences in students’ solutions to
mathematical abstract problems in the discipline of mathematical statistics [11]. Yahya, E. A. N. A.
explores student motivation and engagement with applied mathematics foundations during the
COVID-19 pandemic and outlines the use of open and distance learning in teaching [12]. The
Vorontsova, O. R. et al. survey was designed to analyze the psychoemotional state of students while
studying advanced mathematics courses. Empirical descriptions combined with color echoes were
used to assess the psychoemotional state of first-grade students [13]. Zulu, J. et al. mainly analyzed
that during the COVID-19 pandemic, web-based information services such as scaling applications,
networks, Google Classrooms, etc., were applied to mathematics teaching by higher education
institutions. The study investigated the applications and challenges of scaling apps in mathematics
teaching during the COVID-19 pandemic [14]. Mcminn, M. et al. believe that there is a complex
relationship between learning environment and student learning outcomes, and this study explored
the relationship between mathematics learning environment and self-efficacy and mathematical belief
outcomes in teacher education programs [15].

2) Research on artificial intelligence technology and teaching

With the continuous improvement of the scientific level, information technology has long penetrated
various fields. Dai, D. D. mainly analyzes the combination of artificial intelligence technology and
music teaching and designs and establishes an intelligent music teaching model that combines
artificial intelligence perception technology, learning analysis technology and emotional computing
technology [16]. Huang, G. R. X. uses the paradigm analysis framework to explore the instructional
design paradigm, analyze and introduce artificial intelligence, and study the impact of artificial
intelligence technology on instructional design. Studies have shown that the application of science
and technology can cause changes in six elements of teaching design, such as teaching objectives,
teaching objects, and teaching content [17]. Wang, R. et al. believe that artificial intelligence
technology is an important technology for intelligent school teaching innovation, taking the American
school teaching application as an example, using machine learning technology to strengthen the
classroom teaching environment and develop a scientific evaluation system for intelligent teaching
ability [18]. The purpose of the research conducted by Liu, T. et al. is to optimize the technical
methods of scientific research and engineering practice, optimize the modern artificial intelligence
teaching information system, analyze its detailed needs, and analyze and update the business
processes of the main modules of the website [19]. CAO, Z. Z. Z. R. applies artificial intelligence
technology to the information technology curriculum of robot teaching resources and updates the
teaching content of the information technology course according to the sensor teaching of robot
education. The questionnaire survey method was used to explore the feasibility of existing teaching
resources and the effect of information technology teaching [20].

3 Smart teaching supported by artificial intelligence technology

The direction of the construction of higher mathematics teaching mode supported by intelligent
technology is reflected from general learning to deep learning, from fragmented knowledge as clues
to data collection of disciplinary mapping, and from group analysis to individual learning portrait.
4 Xiaohui Zhang. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-16

3.1 Construction of Higher Mathematics Teaching Mode with Intelligent Technical Support

In the study of higher mathematics courses, the use of artificial intelligence to carry out mathematics
teaching can help teachers create vivid and diverse mathematics teaching courseware to assist
teaching according to individual needs in line with the teaching objectives. Through text presentation,
recorded sound, experimental charts, physical video, demonstration animation, and other forms,
learners to show the learning content, intuitively present learners with data or life can not see the
scene. Figure 1 illustrates the architecture of intelligent technology-supported higher mathematics
smart learning.

Teachers can systematically record and store each learner’s data in real-time, mastering the learner’s
math learning process, various stages of learning, and subject assessment results. The higher
mathematics teaching system is able to provide suitable personalized learning content and suggestions
for different learners according to the acquired ability and situation of individual mathematics
learning, guiding the teachers’ teaching design and activity programs, etc., which provides practical
and effective support conditions for realizing teachers’ personalized teaching and learners’ intelligent
learning.

At the same time, intelligent technology makes the way of learning mathematics flexible and diverse
from the traditional single, and the learning resources and teaching content that learners can choose
are also very rich. Intelligent technology can also share students’ answers to difficult questions with
other students with the same difficulties, can give other students timely help, students through the
creation and sharing of knowledge, deepen their absorption of physical knowledge, and promote their
personalized development.

E-mail Remote Management

Guidance and
Meeting the Enhancement
Exchange needs of Access to students
Discussion Blog educators
Learning Diagnosing student
Tasks competence
BBS forum Learner
Math
homework
WeChat Learning
Examination
content
test
Mobile Learning Promoting Autonomous
Artificial
Platform Data change in the Selection Learning
intelligence
repository way learners
Textual technology New knowledge
learn Exploratory
presentation teaching
Learning
Pre-reading and Learner
Record sound Personalization reviewing Cooperative
Math Learning
Experimental Analysis of
Teaching Teachers
charts Course important and
Courseware Collaborative
difficult points
Math learning
Video Exercises
Demo
Animation Demonstration

Real-time two-
Facilitate way interaction
management
Answer difficult
and evaluation
questions
of teaching
and learning Emotional
Communication

Figure 1. Intelligent technology supports mathematical intelligent learning architecture

 An Innovative Model of Higher Mathematics Curriculum Education Incorporating Artificial Intelligence 5
Technology

3.2 Recommendation of learning services based on subject knowledge mapping

3.2.1 Learner portrait construction based on subject knowledge mapping

In this study, the computational modeling of learner portraits based on learning outcome data is based
on subject knowledge mapping. The learning outcome portrait should include the degree of subject
competence, subject problems and subject knowledge formation, with D indicating the degree and
level of learning [21].

Learning outcome data are mainly from regional monitoring data, school-level monitoring data, and
regular teaching and independent practice data. Calculate the similarity (sim) between the current
learning level (LI) and the subject knowledge graph, if the similarity is greater than a threshold, then
output the learner portrait, i.e., the learner personalized knowledge graph (PKG).

It is known that a monitoring data matrix Y = ( y1 , y2 , y3 ,, yN ) , Y is N * J -dimensional, N

means that there are N students, and J means that there are J questions. The initial value of
each parameter Ks0 , Mr0 , Td0 , Tt0 , Tc0 is obtained and calculated to give Ll0 . The formula is shown
in (1):

Ll0 = k =1 f ( Ks0 , Mr0 , Td0 , Tt0 , Tc0 )

K
(1)

Combining the confidence level r and degree d , the calculation yields Ll and the formula is
shown in (2):

Ll = L ( Ll0 , r , d ) (2)

Calculate the similarity sim between Ll and subject knowledge map KG with the formula
shown in (3):

( )
1

 i =1 Lli − KGi
n p
sim( Ll , KG ) =
p
(3)

If sim  threshold, output the degree of knowledge mastery KD , the degree of problem mastery
QD , the degree of competence mastery AD . Combined with the learner’s personality traits, output
the student’s personality knowledge map PKS , the calculation formula is shown in (4):

PKS =  ( KDi , QDi , ADi )

(4)
= KD1 , KD2 , , KDi   QD1 , QD2 , , QDi    AD1 , AD2 , , ADi 

3.2.2 Learning path recommendation based on subject knowledge mapping

In this study, the optimal paths are mined in the candidate set of learning paths using an improved ant
colony optimization algorithm, which is a shortest-path heuristic search algorithm [22-23].

The ant colony algorithm has the problems of low search efficiency, long search time, and easy falling
into local optimum, while Dijkstra’s algorithm can search the optimal solution quickly with fewer
nodes and low time complexity. For this reason, this paper adopts the improved ant colony algorithm
for personalized learning path recommendation.
6 Xiaohui Zhang. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-16

1) Ant colony optimization algorithm path recommendation

(1) Initialize parameters such as ant colony size, pheromone factor, heuristic function factor,
volatility factor of pheromone, pheromone constant, and maximum number of iterations.
The delay array and cost array are introduced in this study.

(2) Define the ant colony search node array vv[i ][ j ] , which consists of the start point, the
end point and the set K k where the set vk of shortest paths in Dijkstra’s algorithm is
located.

(3) Perform the ant colony search, starting from the starting point v0 , and calculate the delay
array delay[i ][ j ] and cost array cost[i ][ j ] between the node where the colony is
located and the reachable nodes.

(4) Based on delay[i ][ j ] and cost[i ][ j ] , the next node of the colony is selected and the
transfer probability of a single ant moving from node i to node j is calculated as
shown in (5):

  ij (t )ij (t )

Pijk (t ) =   ij (t )ij (t ) , i, j  feasible domains (5)

0, Other

Where,  ij (t ) represents the pheromone concentration between nodes i and j on the ant colony
search path, and ij (t ) is the heuristic information indicating the degree of transfer from node i to
node j expectation.

(5) After each ant search, the pheromone concentration on the path needs to be updated, and
the pheromone update formula is shown in (6-8):

 ij (t + 1) =  ij (t ) +  ij (t , t + 1) (6)

 ij (t , t + 1) = k =1  ijk (t , t + 1)
n
(7)

 F / Sk , Ants k after ij
 ijk (t ) =  (8)
0, Ant k without passing ij

Where, F denotes the pheromone intensity factor, which represents the total amount of pheromone
released by an ant searching once. S k denotes the total length of the path traveled by the k rd ant
during the search.

(6) Repeat steps c, d, and f for the next generation search until all ants complete the search to
obtain the optimal population learning path.

2) Personalized learning path recommendation

In this study, the personalized learning path is a learning sequence based on the analysis of each
learner’s learning behavior and learning results, which provides learning content and learning
 An Innovative Model of Higher Mathematics Curriculum Education Incorporating Artificial Intelligence 7
Technology

activities that conform to their learning styles, cognitive levels, and learning styles, and is self-paced
and controlled by the learners. Based on the planned group learning paths, the basic structure of the
neural network for personalized learning paths is trained to generate personalized learning paths using
an improved convolutional neural network [24].

(1) Input layer, the input layer in this study is the group learning path.

(2) Convolutional layer, the function of the convolutional layer is to extract features from the
input data, the convolutional kernel calculation formula is shown in (9):

Z l +1 (i, j ) =  Z l  wl +1  (i, j ) + b
(9)
=  k =l 1  x =1  y =1  Z kl ( s0i + x, s0 j + y ) wkl +1 ( x, y )  + b
K f f

The summation part of Eq. is equivalent to solving a cross-correlation, where b is the deviation,
Z l and Z l +1 denote the convolutional inputs and outputs of layer l + 1 , Z (i, j ) corresponds to the
pixels of the feature map, K is the number of channels of the feature map, and f , s0 , and p are
the parameters of the convolutional layer corresponding to the convolutional kernel size, the
convolutional step size, and the number of filler layers.

(3) Normalization layer, the normalization layer is after the convolution layer, the input of
the previous layer will be normalized before entering the next layer, which can speed up
the network training, effective and prevent the gradient disappearance. Its calculation
formula is shown in (10-13):

1 n
=  Xi
n i =1
(10)

1 n
2 =  ( Xi −  )
2
i =1
(11)
n

X i −
Yi = (12)
2 +

Yi  = Yi +  (13)

Where  represents the mean, X represents the original data, n represents the number of
samples,  2 is the variance,  represents the constant, and  &  are the learning parameters.

(4) Pooling layer, the function of the pooling layer in this study is to convert the results of
individual points in the feature map into statistics of their neighboring regions. In this
study, Lp pooling model is used and its basic representation formula is shown in (14):

Akl (i, j ) =  x =1  y =1 Akl ( s0i + x, s0 j + y )  p

f f p
(14)
 
8 Xiaohui Zhang. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-16

(5) Fully-connected layer, the fully-connected layer is located in the last part of the hidden
layer of the convolutional neural network and transmits signals to other fully-connected
layers.

(6) Output layer, the output layer in this study uses the classical logistic regression model to
generate personalized learning paths.

3.2.3 Accurate evaluation of learning based on subject knowledge mapping

1) Embedding of Learner-Learning Resource Relationships Based on TransR Approach

In order to quantify the relationship between learners and learning resources, this study employs the
Trans R method to embed the above relationship. TransR maps entities to the relationship space
through a relationship matrix, which can solve the one-to-many and many-to-many problems among
entities.

In this study, one relationship between a learner and a learning resource is represented in the form of
ternary (h, r , t ) . h and t represent head entity and tail entity respectively, and r represents a
different relationship. The head and tail entities are first mapped to the relationship space, denoted as
hr and tr , through the relationship matrix M r and satisfy hr + r  tr . Where the projection vectors
of the head entity and the tail entity are shown in Equation (15):

hr = hM r , tr = tM r (15)

TransR maps entities to the relational space by means of a relational matrix and then minimizes the
triad distance as shown in Equation (16):

f r (h, t ) = hr + r − tr
2
2
(16)

2) Semi-supervised learning conditional random field based on K-NN for labeling learning
resources

Based on the subject knowledge graph, this study proposes a semi-supervised learning conditional
random field method based on K-NN to add annotations to learning resources in order to solve the
problem of lack of labeling of learning resources.

A conditional random field is a model that predicts the probability of an output sequence conditional
on a given input sequence, assuming that the given input data sequence is X = x1 , x2 ,, xn  and
the sequence to be labeled is denoted as Y =  y1 , y2 ,, yn  . The conditional probability distribution
of the labeled resultant random variable Y is p( y | x) , which is made to maximize the conditional
probability by the training parameter R = 1 , 2 ,, n  given the input sequence as shown in Eq.
(17):

p ( y | x) = 1
z
( x) exp ( n
j =1 
m
i =1
i fi ( y j −1 , y j , x, j ) ) (17)

Where any feature function is denoted as fi ( y j −1 , y j , x, j ) . The feature function is a binary function
which is 1 in case of correct judgment and 0 in other cases. The weight i , z ( x) of the feature
 An Innovative Model of Higher Mathematics Curriculum Education Incorporating Artificial Intelligence 9
Technology

function fi ( y j −1 , y j , x, j ) is obtained as a normalization factor by using the training data and its
formula is shown in (18):

z ( x) =  yY exp ( n
j =1 
m
i =1
i fi ( y j −1 , y j , x, j ) ) (18)

4 Analysis of the effect of applying the smart teaching model in higher mathematics courses

4.1 Analysis of Higher Mathematics Achievement

The experimental subjects of this study are all the students in the first year of the university, class 1
and class 2, majoring in financial management, totaling 120 students and the final valid data are 50
students in the experimental group and 52 students in the control group.

4.1.1 Analysis of pre-test data

The learners’ academic level performance was measured using the Advanced Mathematics
Measurement Questionnaire, and the results of the experiment were analyzed to determine whether
the learners in the experimental group were homogeneous with the learners in the control group in
the academic level performance dimensions.

The statistical analysis of the academic level pre-test scores of the learners in the experimental group
and the control group is shown in Table 1. The mean value of the pre-test scores of the experimental
group is 63.795, and the mean value of the pre-test scores of the control group is 62.865. The standard
deviations are 7.4891 and 7.8804, respectively.

Table 1. Statistical analysis of pre-test scores of the experimental and control groups
The number of Standard Standard error
Average value
cases deviations mean value
Pre-test scores in the experimental group 63.795 50 7.4891 1.1846
Pretest scores in the control group 62.865 52 7.8804 1.2311

Independent samples of pre and post-test scores of learners in the experimental and control groups
were tested, and the results are shown in Table 2. The F-value of Levine’s test of variance equivalence
is 0.472, and the significance is 0.497. The t-value of both hypothetical and non-hypothetical
variances is 0.557. The degrees of freedom are different, 80 for hypothetical variance and 81.024 for
non-hypothetical variance, and the 95% confidence intervals for the differences in hypothetical
variances are from -2.4567 to 4.3581. According to the results of the independent samples test for
pretest scores of the experimental group and control group, there is no significance in the pretest
scores of the experimental group learners and the control group learners. The results of the
independent sample test of the scores indicate that the experimental and control group learners did
not show significant differences in their pretest scores, i.e., the experimental group was homogeneous
with the control group in the academic level achievement dimensions and no adjustment was needed.
10 Xiaohui Zhang. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-16

Table 2. Independent sample test between experimental and control groups

Independent sample test
Levin variance
Mean-value equivalence t-test
equivalence test
Free Mean Standard error Difference value with
F t Sig.
degree difference difference 95% confidence interval
Assume equal
0.472 0.557 80 0.583 0.9501 1.7285 -2.4567 4.3581
variance
Equal variance is
- 0.557 81.024 0.583 0.9501 1.7276 -2.4533 4.3462
not assumed

4.1.2 Post-test data analysis

This study analyzes the academic level achievement of learners of teaching activities based on the
M-PERT practice model of smart teaching in higher mathematics in comparison with that of learners
under ordinary teaching activities, which is used to illustrate the impact of the M-PERT practice
model of smart teaching in smart colleges and universities on academic level achievement.

1) Analysis of the experimental group’s assessment scores

The pre and post-test scores of the learners’ learning activities under the Smart Teaching M-PERT
Practice Model for Higher Mathematics were analyzed by paired sample statistics, respectively. Table
3 displays the paired sample statistics of the pre and post-test scores.

The number of learners in both the pre and post-tests is 50, the mean of the pre-test scores is 63.795,
and the mean of the post-test scores is 74.631, with a difference of 11.836 points, which is a significant
improvement in the learners’ scores. The standard deviation and standard deviation of the mean have
been changed, and the pre-test score is 7.4891, while the post-test score is 9.3877.

Table 3. Sample statistics of paired scores before and after learners

Paired sample statistics
Average The number of Standard Standard error mean
value cases deviations value
Paired 1 Pre-test score 63.795 50 7.4891 1.1846
Post-test score 75.631 50 9.3877 1.4946

2) Analysis of control group assessment scores

The learners’ pre and post-test scores under the ordinary teaching method were analyzed by paired
sample statistics, respectively. The paired sample statistics of the pre and post-test scores of the
control group are shown in Table 4.

The data in the table show that the number of students in the control group is 52, the posttest score is
66.314, and the student’s scores have improved by 3.449, which is smaller than that of the
experimental group. The standard deviation of the pre-test scores was 7.8804, and the standard
deviation of the post-test scores was 7.4732.
 An Innovative Model of Higher Mathematics Curriculum Education Incorporating Artificial Intelligence 11
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Table 4. Statistics of paired samples of pre-and post-test scores in the control group
Paired sample statistics
The number of Standard Standard error
Average value
cases deviations mean value
Paired 1 Pre-test score 62.865 52 7.8804 1.2311
Post-test score 66.314 52 7.4732 1.1585

3) Comparative analysis of the performance of the experimental group and the control group

With the help of independent samples t-test on the post-test scores of the experimental and control
group learners, it is stated whether there is a significant difference in the scores of different learners,
and the post-test scores group statistics are specifically shown in Table 5.

The post-test scores of the learners in the experimental group were 75.631, and the post-test scores
of the learners in the control group were 66.314, with a difference of 9.317. The standard error values
of the post-tests of the experimental group and the control group were 9.3877 and 7.4732.

Table 5. Post-test score group statistics

Group statistics
The number of Average Average Standard error mean
Divide into groups
cases value value value
Post-test Experimental group 50 75.631 9.3877 1.4946
score Control group 52 66.314 7.4732 1.1585

Independent samples test of posttest scores of learners in the experimental and control groups, the
results of the test are specifically shown in Table 6. The 95% confidence interval of the difference is
not assumed to be equal to the variance of the range of 4.5342 to 12.0458, and the F value of 1.364.
Independent samples t-test can be seen. The significance level of the variance chi-square test is
0.000<0.05, which can be illustrated by the experimental group and the control group of the post-test
scores. There is a significant difference between the experimental group and the control group, which
can be seen in the university smart teaching M-PERT practice model to carry out Teaching and
learning activities that have significantly improved the learners’ academic performance relative to the
ordinary teaching model.

Table 6. Test results

Independent sample test
Levin variance
Mean-value equivalence t-test
equivalence test
Free Mean Standard error Difference value with 95%
F t Sig.
degree difference difference confidence interval
Assume equal
1.364 4.392 79 0.000 8.3514 1.8945 4.5532 12.0213
variance
Equal variance
4.372 75.526 0.000 8.3056 1.8875 4.5342 12.0458
is not assumed

In summary, it can be concluded by analyzing the pre and post-test scores of the learners under the
M-PERT practice model of smart teaching in colleges and universities and the ordinary teaching mode.
First, the test scores of the learners under the M-PERT practice model of smart teaching in universities
and the general teaching mode have been improved, and the pre and post-test scores of the learners
under the two teaching modes have shown significant differences. Second, for the post-test scores,
the learners’ scores under the M-PERT practice model of university smart teaching showed significant
12 Xiaohui Zhang. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-16

improvement compared with those under the general teaching model, indicating that the M-PERT
practice model of university smart teaching is more conducive to improving the learners’ scores
compared with the general teaching model.

4.2 Smart Teaching Model Application Analysis

4.2.1 Student satisfaction

The post-test survey object is mainly the students in the class and the teachers who listen to the class.
The students use the evaluation scale to survey the form. The content is mainly around the changes
in mathematics achievement, mathematics learning interest, study habits, learning motivation,
mathematics classroom atmosphere, and teaching participation before and after the wisdom of
teaching higher mathematics.

The Evaluation Form of Higher Mathematics Wisdom Teaching Practices was filled out for all the
first-year financial management majors in the university, Class 1 and Class 2, a total of 120 students.
The data statistics of the evaluation results of wise teaching in higher mathematics are shown in Table
7.

The scoring algorithm is that “much improvement” is scored as 5 points, “slightly improved” is scored
as 4 points, “no change” is scored as 3 points, “slightly decreased” is recorded as 2 points, and “much
decline” is recorded as 1 point.

From the statistics of the statistical results, it can be seen that among the six evaluation items, the
highest rating was given to the interest in learning mathematics after intelligent teaching of higher
mathematics. Its mean score is 4.1, which indicates that most of the students recognized the wise
teaching of higher mathematics and believed that it had an enhancing effect on their interest in
learning mathematics.55.67% of the students did have a slight improvement in their mathematics
performance after the wise teaching of higher mathematics. With the help of teachers, 31.66% of the
student’s study habits in geography improved after they went through smart teaching intentionally
standardizing their study habits. Among them, 13.78% thought that the atmosphere of higher
mathematics classrooms declined a lot due to the complexity of higher mathematics itself. For the
guidance of students, teachers need to strengthen classroom management. Most of the students
thought that the higher mathematics wisdom teaching method had improved their motivation to learn
mathematics, the classroom atmosphere in the math review class, and their participation in math
activities. In conclusion, smart teaching in higher mathematics has a certain degree of effect on
improving math performance, interest in math learning, learning motivation, classroom atmosphere,
and participation in activities.

Table 7. Data statistics of the evaluation results of higher mathematics wisdom teaching
A lot of promotion A slight increase Unchanged A slight decline Down a lot
% % % % %
Mark 21.36 55.67 6.5 12.85 3.62
Learning interest 23.76 65.21 6.5 3.25 1.28
Study habits 4.68 26.98 57.17 6.7 4.47
Learning initiative 6.6 76.37 13.25 0.2 3.58
Classroom atmosphere 3.56 65.32 6.7 10.64 13.78
Activity participation 13.75 58.63 20.49 3.89 3.24
 An Innovative Model of Higher Mathematics Curriculum Education Incorporating Artificial Intelligence 13
Technology

4.2.2 Teaching methods

Learning-centered teaching requires that the teaching and learning process be reoriented from being
centered on the teacher and their teaching to being centered on the student and their learning. In this
kind of teaching, the role of teachers is still very important, but their main function should be
transformed into guiding students to participate actively in learning activities and facilitating students
to complete the learning process effectively. The transformation of learning-centered classroom
teaching is based on the fundamental features of learning-centeredness and teaching as a service to
learning. The successful implementation of a smart learning classroom in higher mathematics courses
relies heavily on the teacher community. Therefore, it is one of the focuses of this analysis to fully
understand the changes in teaching styles as well as the effectiveness of the teacher community during
the implementation of the blended learning classroom.

The changes in teachers’ teaching styles are shown in Figure 2. The combination of smart technology
and advanced mathematics courses resulted in changes in the teaching styles of teachers. The
statistical collation of data shows that in 2013-2014, answering students’ questions accounted for
0.684, which was 0.086 more than using online platforms to communicate with students (0.598) and
was the most dominant teaching method. In 2015-2016, the primary teaching style was encouraging
students to express their viewpoints and discussing them with their peers (0.723), followed by
assigning the right amount of coursework online (0.704). Throughout the years 2013-2022, the
difference in the percentage of each teaching style was less than 0.1, and advanced mathematics
teachers have utilized all teaching styles. A comparison of the data for the last four years shows that
teachers are more inclined to utilize the Internet to publish course assignments, as well as to encourage
students to engage in discussions in the advanced mathematics classroom.

Figure 2. Changes in teachers’ teaching methods

4.3 Analysis of the supply of teaching resources

The higher mathematics course wisdom teaching mode learning classroom has higher requirements
for teaching resources, which not only include traditional teaching resources but also cover teaching
resources on online platforms that are more current and cutting-edge whether students are satisfied
14 Xiaohui Zhang. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-16

with the teaching resources of the smart teaching-learning classroom concerns whether teachers’
teaching methods meet the basic requirements of the smart teaching-learning classroom.

The changes in students’ satisfaction with the provision of teaching resources are shown in Figure 3.
From 2013 to 2022, students were most satisfied with the teaching resources of course lesson plans,
which reached 75.88% in 2013 and the highest at 88.21% in 2022, with a more stable overall growth.
The growth rate of satisfaction with reference books is 25.02%, which is slightly lower than the
growth rate of satisfaction with online platforms of 25.65%. The satisfaction with expert lectures
grew from 25.63% in 2013 to 63.58% in 2022, totaling 37.95%, and students’ satisfaction with
teaching resources of expert lectures has a very obvious improvement.

In the process of implementing the learning classroom of wisdom teaching in higher mathematics,
not only is the source of teaching resources more extensive, but also the network platform has
gradually become one of the main ways of supplying teaching resources, and the student’s satisfaction
with the supply of resources on the network platform has become higher and higher. Overall, students’
satisfaction with the teaching materials provided by intelligent teaching has risen significantly. It can
be seen that with the efficient integration of artificial intelligence technology, teachers’ teaching
methods have changed dramatically, new teaching methods with the color of information technology
have gradually become mainstream, and the communication channels between teachers and students
are becoming more and more diversified.

Figure 3. Changes of students’ satisfaction with the supply of teaching resources

5 Conclusion

This paper mainly discusses the application effect of the wisdom teaching mode in higher
mathematics courses, which is based on subject knowledge mapping using artificial intelligence
technology. Wisdom teaching, as a product of the combination of artificial intelligence technology
and curriculum education, is a new mode of education for higher mathematics courses.

The application effect of the educational model takes the students’ pre and post-test higher
mathematics scores as an example. The number of learners in the experimental group before and after
the test is 50, the average of the pre-test scores is 63.795, and the average of the post-test scores is
74.631, with a difference of 11.836 points, which is a significant improvement in the learners’ scores.
The number of learners in the control group was 52, and the post-test score was 66.314. The learners’
 An Innovative Model of Higher Mathematics Curriculum Education Incorporating Artificial Intelligence 15
Technology

scores improved by 3.449, which is a smaller improvement compared to the experimental group. The
independent sample test of the post-test scores of the learners in the experimental and control groups
shows that the significance level of the variance chi-square test is 0.000<0.05, which can indicate that
there is a significant difference between the post-test scores of the experimental group and the control
group, which shows that teaching and learning activities carried out under the M-PERT Practice
Model of Smart Teaching in Higher Education have significantly improved the academic performance
of the learners in comparison with the ordinary teaching model.

From the students’ evaluation data, it can be seen that students’ interest in learning mathematics was
rated the highest after smart teaching of higher mathematics, and its average score was 4.1. 55.67%
of the students had a slight improvement in their mathematics performance after smart teaching higher
mathematics. Among the applications of the smart teaching model, students were most satisfied with
the course lesson plan teaching resources, which reached 75.88% in 2013 and up to 88.21% in 2022.
The smart teaching model used in higher mathematics courses improves the use of various teaching
resources for learning, and there is also a steady increase in the number of individual teaching
resources.

Funding:

This research was supported by the 2023 Teacher Education Curriculum Reform Research Project of
Henan Province: Research on Cultivation Strategies of Mathematics Normal University Students
Based on Graduation Requirements of Teacher Professional Certification Standards (2023-JSJYYB-
096).

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About the Author

Xiaohui Zhang (1975.09). female, nationality of Han, native from Yexian Henan, Master ’s degree,
associate professor at School of Mathematics and Statistic, Zhengzhou Normal University, the main
research direction is math education, statistics.