Author(s)

Wang Ruopeng ¹, Shi Hong ¹

Affiliation(s)

¹ Zhiyuan College, Beijing Institute of Petrochemical Technology, Beijing, 102617, China

Corresponding Author

Wang Ruopeng

ABSTRACT

The difficulty of bridging high school mathematics and advanced mathematics has long plagued first-year university students. Its causes are mainly threefold: at the knowledge level, there is both repetition and discontinuity; at the thinking level, the leap from "concrete computation" to "abstract argumentation" proves arduous; and at the learning level, the shift from "teacher-led guidance" to "self-directed construction" causes considerable discomfort. The introduction of AI technology has opened up new possibilities for resolving this dilemma: intelligent diagnosis can precisely identify students' knowledge gaps and cognitive biases, personalized recommendation engines can dynamically plan bridging solutions according to students' varying foundations, and knowledge graphs can help build a cognitive ladder from elementary mathematics to advanced mathematics. Based on an analysis of the essential differences between the two stages of mathematics in three dimensions—knowledge system, logical thinking, and learning approach—this paper explores the internal mechanisms and implementation pathways of AI-enabled bridging transformation, with the aim of providing reference for the teaching reform of advanced mathematics courses.

KEYWORDS

AI-Enabled empowerment; Advanced mathematics; High school mathematics; Bridging transformation

CITE THIS PAPER

Wang Ruopeng, Shi Hong. AI-Enabled Difference Analysis and Bridging Transformation Between High School Mathematics and Advanced Mathematics. Transactions on Comparative Education (2026). Vol. 8, No.1, 67-72. DOI: http://dx.doi.org/10.23977/trance.2026.080109.

REFERENCES

[1] Duan Luling and Zhang Guifang. (2026) Research on the Teaching Reform of Advanced Mathematics Courses Based on the AI-Empowered "1+N Model". University Education,4, 32-35. 
[2] Sun Jianguo, Yan Tongjiang, Zhang Huinaand Li Lei. (2026) Exploration of Teaching Models for Advanced Mathematics Courses Under AI Empowerment —Taking the Differentiation of Functions as an Example. Study in College Mathematics,29(4), 66-70. 
[3] Li Zhiqun, Sun Huadong. (2023) Exploration and Teaching Implementation of Ideological and Political Elements in the Advanced Algebra Course. Study in College Mathematics,26(3), 114-117. 
[4] He Liguo and Chen Sheng. (2024) Linear Algebra Course from the Perspective of Ideological and Political Education. Study in College Mathematics,27(2), 21-24. 
[5] He Chuangmei,Jie Nan and Jiang Hao. (2025) AI Empowerment: Exploring Intelligent Teaching Innovation in the "Advanced Mathematics" Course. Science & Technology Review,18, 130-132. 

Sponsors, Associates, and Links

---

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