Author(s)

Shi Wang ¹

Affiliation(s)

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

Corresponding Author

Shi Wang

ABSTRACT

Against the macro background of the typified and standardized development of vocational undergraduate education, the student source structure presents the coexistence of diverse groups, including senior high school graduates, secondary vocational school graduates, and top-skilled talents. Students show significant heterogeneity in mathematics knowledge reserve, logical thinking ability, learning habits and strategies, as well as future career development orientation, which puts forward an urgent practical demand for precise and adaptive teaching of mathematics courses. At present, the practice of stratified mathematics teaching in vocational undergraduate education is mostly based on academic performance as the single criterion for stratification, which is difficult to systematically respond to the complexity of student differences, the diversity of professional needs and the hierarchy of ability development, resulting in obvious limitations in the effect of teaching adaptation. Accordingly, from the perspective of multi-dimensional stratification, this study conducts an integrated analysis of the internal structure and external manifestations of mathematics learning differences among vocational undergraduate students, and constructs a multi-dimensional stratification model consisting of four core elements: knowledge foundation, ability development, learning characteristics and professional needs. On this basis, an integrated teaching adaptation mechanism is proposed, which integrates teaching objectives, teaching content, teaching process and teaching evaluation. Meanwhile, the mechanism is systematically explained and theoretically deepened from three aspects: operation logic, implementation path and guarantee conditions. The study shows that multi-dimensional stratification can break through the inherent defects of traditional single-dimensional stratification, significantly improve the pertinence, flexibility and professional compatibility of mathematics teaching, and provide a theoretical framework with explanatory power and operability for the curriculum reform and high-quality development of mathematics in vocational undergraduate education.

KEYWORDS

Vocational Undergraduate Education, Mathematics Teaching, Multi-Dimensional Stratification, Teaching Adaptation, Differentiated Teaching

CITE THIS PAPER

Shi Wang. Research on the Adaptation Mechanism of Mathematics Teaching in Vocational Undergraduate Education from a Multi-Dimensional Stratification Perspective. Advances in Vocational and Technical Education (2026). Vol. 8, No.1, 122-130. DOI: http://dx.doi.org/10.23977/avte.2026.080116.

REFERENCES

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Sponsors, Associates, and Links

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• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
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