Comparison of Group Cognitive Structures Based on Learners’ Awareness Survey and Considerations for Teaching Methods

Abstract

Through the experience as a part-time lecturer in mathematics to students, we found that students’ engagement in class and their test performance vary depending on their level of understanding and their degree of liking for mathematics. Based on these two factors, students were divided into groups, and their cognitive structures were constructed and compared using fuzzy theory. From this comparison, we considered effective mathematics teaching strategies for each group of students.