Mathematical modeling teaching interaction device supporting multi-user cooperation

Abstract

The invention relates to the field of education equipment, and provides a mathematical modeling teaching interaction device supporting multi-user cooperation, which comprises a central cooperation main screen, a plurality of student interaction terminals, a data interface module, a modeling logic module, a real-time recording and feedback module and a teacher control and evaluation terminal. According to the mathematical modeling teaching interaction device supporting multi-user cooperation, through innovative designs such as advanced multi-point touch control technology, flow guide, intelligent data import and automatic recording evaluation, visualization, interaction and individuation of the teaching process are effectively achieved. The system breaks through the limitation of traditional mathematical modeling teaching, greatly enhances the learning interest and actual operation capability of students, and improves the teaching efficiency and quality.

Description

Technical Field

[0001] The present invention relates to the field of educational equipment, in particular to an interactive teaching device for mathematical modeling courses in vocational education and colleges, which can be used to cultivate students' collaborative modeling ability, data analysis ability and model expression ability. Background Art

[0002] Currently, mathematical modeling teaching in universities mainly relies on paper case analysis, group classroom discussion, or simulation using software tools (such as MATLAB and Excel). However, there are the following shortcomings: 1. Single form of collaboration: Lack of a physical platform that can intuitively support simultaneous operation, communication, and visualization by multiple people.

[0003] 2. Lack of interactivity: Existing teaching methods mostly follow the “teacher explains - students divide into groups” model, which results in low student participation and interactivity.

[0004] 3. The model building process is not transparent: students’ modeling ideas, variable selection, and hypothesis building process are often difficult to display and evaluate simultaneously.

[0005] 4. Lack of integrated support for data, modeling, and verification: Different modeling steps are scattered across multiple tools, making closed-loop teaching impossible.

[0006] In summary, there is an urgent need for a teaching auxiliary device that supports multi-person collaboration, displays the entire modeling process, and has an interactive feedback mechanism to improve the efficiency of modeling teaching and students' practical ability.

[0007] Therefore, this paper proposes a mathematical modeling teaching interactive device that supports multi-person collaboration to solve the above problems. Summary of the Invention

[0008] In order to overcome the defects of the prior art, the purpose of the present invention is to provide a mathematical modeling teaching interactive device that supports multi-person collaboration.

[0009] To achieve the above-mentioned purpose, the technical solution of the present invention is implemented as follows: a mathematical modeling teaching interactive device supporting multi-person collaboration, comprising: A central collaborative home screen for displaying modeling problems, model frameworks, mathematical formulas, and real-time charts; Multiple student interactive terminals, each equipped with an independent touch input module for variable input, chart drawing, and modeling hypothesis entry; Data interface module, used to import real data, supports USB, Bluetooth or WiFi connection; Modeling logic section, with built-in modeling process guidance module, guides students to follow the steps; A real-time recording and feedback module is used to track each student's operation trajectory and contribution content, and automatically generate scoring suggestions for the collaborative process; The teacher control and evaluation terminal is used to monitor the operation content of each group in real time, make comments, modify and issue suggestions.

[0010] Preferably, the central collaboration main screen is a horizontally placed large multi-touch screen that supports simultaneous operation by multiple users and multi-screen linkage display.

[0011] Preferably, the student interactive terminal supports multi-touch input, and is a multi-touch tablet that can realize variable data input, chart drawing, model hypothesis entry and process operation.

[0012] Preferably, the physical structure of the data interface module is a data acquisition instrument, which can automatically identify the format of the imported data and support the import of multi-source data.

[0013] Preferably, the modeling process guidance module includes flowchart display, step prompts, operation guidance and structured feedback to help students complete the modeling task systematically.

[0014] Preferably, the real-time recording and feedback module can automatically track the operation content and contribution of each member for teaching evaluation and personalized feedback.

[0015] Preferably, the system supports exporting the completed model into a draft report in PDF or LaTeX format with one click.

[0016] Preferably, a method for using a mathematical modeling teaching interactive device supporting multi-person collaboration comprises the following steps: Users import data, enter variables and assumptions; Collaboratively build the model framework and graphical structure on the main screen; Design, verify and optimize models according to the modeling process; Teachers monitor and comment in real time, and guide students to improve their models; Finally, the modeling report is exported to achieve multi-role collaboration and full-process visualization.

[0017] Use the system to automatically track contribution and operation trajectories to evaluate students' collaborative performance.

[0018] Preferably, a mathematical modeling teaching system supporting multi-person collaboration comprises the device of any one of claims 1 to 7 and control-end software, for realizing simultaneous online collaboration of multiple groups, data synchronization, process guidance and teaching evaluation.

[0019] The beneficial effects of the present invention are embodied in: First, by configuring a central collaborative main screen and multi-touch student terminals that support simultaneous multi-user operation, the device breaks the limitations of the traditional one-way teaching between teachers and students, enabling efficient interaction and collaboration between teachers and students, and among students themselves. The multi-screen display and multi-touch operation greatly enhance students' sense of participation and learning enthusiasm, stimulating their innovative thinking and teamwork skills.

[0020] Secondly, with the help of the modeling process guidance module, students are systematically guided through the modeling task according to scientific steps, from topic selection, hypothesis setting, variable setting, model construction, verification, and conclusion formation. This ensures that students gradually master the modeling method under the guidance of teachers, effectively avoiding confusion and deviation caused by unclear process. This structured guidance helps to cultivate students' logical thinking and systematic thinking skills.

[0021] Thirdly, the data interface module enables students to easily import real, multi-source data, enhancing the practical application value of modeling. The system automatically identifies data formats, reducing tedious data preprocessing and improving modeling efficiency and data utilization. Furthermore, the introduction of a real-time recording and feedback module enables automatic tracking of student operation trajectories and contributions, providing teachers with a scientific and objective basis for evaluating student performance, facilitating personalized teaching and differentiated instruction.

[0022] Furthermore, the system supports one-click export of the complete modeling process and results into a standardized report format, making it easier for students to organize and submit their work, enhancing the professionalism and standardization of their assignments and projects. Furthermore, teachers can monitor each group's progress in real time through the control terminal, providing comments and guidance, making teaching more targeted and interactive.

[0023] Finally, the device's capabilities for simultaneous online collaboration, data synchronization, and full-process visualization provide an efficient, intuitive, and intelligent technical platform for mathematical modeling instruction, significantly promoting the modernization and informatization of mathematics instruction. It is suitable not only for classroom instruction but also for independent after-school learning, competition training, and scientific research practice. It provides students with a rich learning resource and practical platform, helping to cultivate high-quality individuals with innovative spirit and practical skills.

[0024] In summary, the mathematical modeling teaching interactive device that supports multi-person collaboration of the present invention effectively realizes the visualization, interactivity and personalization of the teaching process through innovative designs such as advanced multi-touch technology, process guidance, intelligent data import and automatic recording and evaluation. It breaks through the limitations of traditional mathematical modeling teaching, greatly enhances students' learning interest and practical operation ability, and improves teaching efficiency and quality. At the same time, the system's real-time monitoring and evaluation mechanism provides teachers with scientific student performance analysis tools, providing strong support for personalized teaching and differentiated guidance. In the future, with the continuous development of technology, the device will continue to be optimized and upgraded, integrating more artificial intelligence and big data analysis technologies, further enriching its functions and application scenarios, and making positive contributions to the innovative development of mathematics education. BRIEF DESCRIPTION OF THE DRAWINGS

[0025] In the attached figure: Figure 1 It is a structural schematic diagram of the present invention; Figure 2 Schematic diagram of the system structure of the present invention; Figure 3 A schematic diagram of steps for using the interactive mathematical modeling teaching device supporting multi-person collaboration of the present invention; Description of reference numerals: 1. Large multi-touch screen; 2. Multi-touch tablet; 3. Data acquisition instrument. DETAILED DESCRIPTION

[0026] The present invention will be further described in detail below with reference to the accompanying drawings and embodiments. Obviously, the embodiments described are only some embodiments of the invention, not all embodiments. In the absence of conflict, the embodiments and features in the embodiments of this application can be combined with each other. Based on the embodiments of the invention, all other embodiments obtained by ordinary technicians in this field without making creative efforts are within the scope of protection of the invention.

[0027] It should be noted that if the embodiments of the invention involve directional indications (such as up, down, left, right, front, back, etc.), such directional indications are only used to explain the relative positional relationship, movement status, etc. between the various components under a certain specific posture (as shown in the accompanying drawings). If the specific posture changes, the directional indication will also change accordingly.

[0028] In addition, "multiple" means more than two. Furthermore, the technical solutions of the various embodiments may be combined with each other, but this must be based on the premise that they can be implemented by a person of ordinary skill in the art. If the combination of technical solutions is mutually inconsistent or cannot be implemented, it shall be deemed that such combination of technical solutions does not exist and is not within the scope of protection claimed in the invention.

[0029] Please refer to the instruction manual Figure 1-Figure 3 The present invention provides a mathematical modeling teaching interactive device that supports multi-person collaboration. The device of the present invention mainly consists of the following parts: The center's collaborative main screen features a horizontally positioned multi-touch screen1, supporting simultaneous multi-user operation. It displays modeling problems, model frameworks, mathematical formulas, and real-time dynamic charts, enabling multi-screen linkage. The main screen utilizes multi-touch technology, allowing multiple students to operate simultaneously, enhancing the interactive experience.

[0030] Student Interactive Terminals: Equipped with a multi-touch tablet2, they support variable input, charting, model assumption entry, and process manipulation. Each terminal operates independently, allowing students to participate independently in the modeling process.

[0031] Data interface module: exists in the form of data acquisition instrument 3, supports importing multi-source data (such as Excel, CSV files, databases, etc.), automatically identifies data formats, and facilitates students to use real data for modeling.

[0032] Modeling Logic Section: An internally integrated modeling process guidance module covers steps such as topic selection, hypothesis, variables, models, verification, and conclusions. It provides flowchart presentation, step-by-step prompts, operational guidance, and structured feedback to help students complete modeling tasks systematically.

[0033] Real-time recording and feedback module: Automatically tracks each student's operation trajectory, contribution content and operation time for teaching evaluation and personalized feedback, and supports automatic generation of scoring suggestions for the collaborative process.

[0034] Teacher control and evaluation terminal: Teachers can monitor the operation content of each group in real time, comment, modify and issue suggestions, and export modeling reports.

[0035] Multi-touch large screen (main screen) design The main screen is a large, multi-touch screen (e.g., 55 inches or larger) equipped with a high-performance touch control chip and multi-touch recognition system. This allows for simultaneous multi-user operation and supports multi-screen linkage when displaying modeling problems, model frameworks, mathematical formulas, and dynamic charts, ensuring that multiple groups of students can view and operate simultaneously.

[0036] Student terminal (multi-touch tablet) Each student terminal uses an industrial-grade multi-touch tablet (such as a Windows or Android platform) with a highly sensitive touchscreen (supporting multi-touch) and comes pre-installed with customized modeling software. The software's simple interface supports variable input, charting, model assumptions, and workflow steps, ensuring students can easily and intuitively participate in modeling.

[0037] Data interface module design The data interface module is implemented as a hardware data acquisition instrument, supporting USB, Bluetooth, or WiFi connections. The system's built-in multi-source data recognition algorithm automatically identifies data in formats such as Excel, CSV files, and databases, and imports them into the modeling environment. The system also supports data preprocessing and format conversion to ensure data integrity and accuracy.

[0038] Modeling process guidance module The process guidance module uses structured flowcharts to illustrate each modeling step, complemented by text prompts and operational guidance, to help students systematically complete modeling tasks. Each step includes clear operational instructions, supporting students to independently complete model design, verification, and optimization, ensuring an orderly and efficient modeling process.

[0039] Real-time recording and feedback mechanism This module uses backend software to automatically track each student's actions (such as variable input, formula editing, chart drawing, hypothesis entry, etc.), recording the time and content contributed. Through data analysis, the system can evaluate each member's contribution, generate collaborative performance reports, and provide personalized teaching feedback.

[0040] Model export function After modeling is complete, the system supports one-click export of reports in formats such as PDF and LaTeX, making it easy for students to organize and submit. The exported content includes model descriptions, flow charts, formulas, charts, and verification results, ensuring that the report is complete and standardized.

[0041] Data import: Teachers or students import real data through the data interface module, and the system automatically recognizes the format and imports it.

[0042] Variable and hypothesis input: Students input variable data and establish model hypotheses on the terminal.

[0043] Model construction: Build the model framework on the main screen and the terminal together, and draw related graphics.

[0044] Process operation: Follow the guidance of the guidance module to step by step complete model design, verification and optimization.

[0045] Process monitoring: Teachers monitor students' operations through control terminals, and provide real-time comments and guidance.

[0046] Model export: After modeling is completed, the model report can be exported to PDF or LaTeX format.

[0047] Contribution evaluation: The system automatically generates an evaluation report based on operation trajectory and contribution.

[0048] Multi-role collaboration: supports multiple groups to collaborate online at the same time, and data synchronization ensures consistent information.

[0049] Interactive experience: Multi-touch operation and dynamic display enhance learning interest.

[0050] Teaching evaluation: Combined with contribution records, provide students with personalized learning suggestions. Specific embodiments

[0051] Example 1: Traffic Optimization Modeling Task Topic: Optimizing campus bus routes Students use the terminal to input morning and evening peak hour data and proposed variables (train number, shift, route) Draw a network diagram together on the main screen and apply the linear programming module to optimize the solution The system displays charts such as route plan cost, time forecast, etc. in real time The teacher comments on the rationality of the group member model assumptions through the teacher terminal Example 2: Intelligent Logistics Path Optimization Modeling Task Application background: Simulate e-commerce express delivery scenarios.

[0052] Operation process: Students use their own terminals to import city node diagrams and order distribution data; Build graph theory models together through the main screen and select different path algorithms (such as Dijkstra and greedy methods); The system dynamically displays the path diagram and time-consuming cost curve; Students can compare the performance of different algorithms under different urban structures and output modeling conclusions.

[0053] Teaching focus: graph theory, optimization algorithms, and comparison of actual modeling processes. Example 3: Financial Risk Prediction Modeling Task Application background: bank loan risk modeling.

[0054] Operation process: Students were responsible for data cleaning, variable selection, logistic regression modeling, and residual analysis; The device's main screen displays the regression equation fitting process and prediction results in real time; Systematically guide students to identify model assumptions (linear relationships, independence, etc.); Teachers can insert a "risk spillover" event simulation and let students adjust model parameters to conduct sensitivity analysis.

[0055] Teaching focus: statistical modeling, risk assessment, and cointegration of collaborative variables. Example 4: Ecosystem carbon emission simulation modeling task Application background: Conduct ecological modeling in conjunction with carbon neutrality policies.

[0056] Operation process: Students imported the annual average carbon emission data and greening rates of different regions; Build a multivariate regression model on the main screen to try to predict the number of years to reach carbon neutrality standards; The system supports displaying regression residual graphs, confidence intervals, and prediction curves; Students are required to write an explanation of the model and derive recommendations for emission reductions.

[0057] Teaching focus: Modeling in policy context, regression analysis and result interpretation. Example 5: Cross-disciplinary integration: Industrial equipment fault prediction modeling task Application background: Collaborative project between mechanics and mathematics majors.

[0058] Operation process: Mechanical engineering students imported equipment vibration sensor data; Mathematics students modeled and predicted equipment anomaly thresholds; The device supports FFT transformation and time series model simulation; Students jointly write a report on the predictive model and maintenance recommendations.

[0059] Teaching focus: cross-disciplinary modeling collaboration, time series analysis, and modeling report writing. Example 6: Big Data Course Combined Task: Internet Hot Word Propagation Modeling Application background: simulation of hot word diffusion in social networks.

[0060] Operation process: Students import word frequency time series and geographic diffusion data; Select appropriate SIR propagation model variant for fitting; The main screen displays the spread curve of hot words on the dual axes of region and time; The system can export propagation prediction graphs for actual platform heat management analysis.

[0061] Teaching focus: propagation modeling, data capture and modeling integration, and real-time visual simulation. Example 7: Mathematical logic reasoning and intelligent decision-making simulation task Application background: AI decision modeling scenario teaching.

[0062] Operation process: The team simulates an automated decision-making system (e.g., intelligent dispatch, emergency response); Students construct rule sets using Boolean algebra, probabilistic reasoning, or fuzzy mathematics; The device simulates the system execution decision path in real time and marks the logical jump nodes; Teachers can guide students to optimize the rule structure and improve the accuracy of system response.

[0063] Teaching focus: logical modeling, artificial intelligence decision simulation, and model structure optimization.

[0064] These embodiments further demonstrate that the invention is not only applicable to mathematics courses themselves, but can also serve the integrated teaching of multiple disciplines such as engineering, economics, ecology, data science and education.

[0065] The above description is only a preferred embodiment of the present invention and is not intended to limit the present invention. Any modifications, equivalent replacements, improvements, etc. made within the spirit and principles of the present invention should be included in the scope of protection of the present invention.

[0066] It will be apparent to those skilled in the art that the present invention is not limited to the details of the exemplary embodiments described above and that the invention can be embodied in other specific forms without departing from the spirit or essential characteristics of the invention. Therefore, the embodiments should be considered in all respects as illustrative and non-restrictive, and the scope of the invention is defined by the appended claims, not the foregoing description, and all variations within the meaning and range of equivalents of the claims are intended to be included therein. Any reference sign in a claim should not be construed as limiting the claim to which it relates.

[0067] In addition, it should be understood that although this specification is described in terms of implementation methods, not every implementation method contains only one independent technical solution. This narrative method of the specification is only for the sake of clarity. Those skilled in the art should regard the specification as a whole. The technical solutions in each embodiment can also be appropriately combined to form other implementation methods that can be understood by those skilled in the art.

Claims

1. A mathematical modeling teaching interactive device supporting multi-person collaboration, characterized in that: include: A central collaborative home screen for displaying modeling questions, model frameworks, mathematical formulas, and real-time charts; Multiple student interactive terminals (2-4), each equipped with an independent touch input module for variable input, chart drawing, and modeling hypothesis entry; Data interface module, used to import real data, supports USB, Bluetooth or WiFi connection; The modeling logic section has a built-in modeling process guidance module (including topic selection, hypothesis, variables, model, verification, and conclusion) to guide students to follow the steps; A real-time recording and feedback module is used to track each student's operation trajectory and contribution content, and automatically generate scoring suggestions for the collaborative process; The teacher control and evaluation terminal is used to monitor the operation content of each group in real time, make comments, modify and issue suggestions.

2. The interactive mathematical modeling teaching device supporting multi-person collaboration according to claim 1, characterized in that: The central collaboration main screen is a horizontally placed multi-touch screen (1) that supports simultaneous multi-user operation and multi-screen linkage display.

3. The interactive mathematical modeling teaching device supporting multi-person collaboration according to claim 1, characterized in that: The student interactive terminal supports multi-touch input and is a multi-touch tablet (2) capable of implementing variable data input, chart drawing, model hypothesis entry and process operation.

4. The interactive mathematical modeling teaching device supporting multi-person collaboration according to claim 1, characterized in that: The data interface module entity structure is a data acquisition instrument (3), which can automatically identify the format of imported data and support the import of multi-source data (such as Excel, CSV, database, etc.).

5. The interactive mathematical modeling teaching device supporting multi-person collaboration according to claim 1, characterized in that: The modeling process guidance module includes flowchart display, step prompts, operation guidance and structured feedback to help students complete modeling tasks systematically.

6. The interactive mathematical modeling teaching device supporting multi-person collaboration according to claim 1, characterized in that: The real-time recording and feedback module can automatically track the operation content and contribution of each member for teaching evaluation and personalized feedback.

7. The interactive mathematical modeling teaching device supporting multi-person collaboration according to claim 1, characterized in that: The system supports exporting the completed model into a draft report in PDF or LaTeX format with one click.

8. A method for using a mathematical modeling teaching interactive device supporting multi-person collaboration according to any one of claims 1 to 7, comprising the following steps: Users import data, enter variables and assumptions; Collaboratively build the model framework and graphical structure on the main screen; Design, verify and optimize models according to the modeling process; Teachers monitor and comment in real time, and guide students to improve their models; Finally, the modeling report is exported to achieve multi-role collaboration and full-process visualization.

9. The method for using the interactive mathematical modeling teaching device supporting multi-person collaboration according to claim 8, characterized in that: It also includes steps to use the system to automatically track contribution and operation trajectories and evaluate students' collaborative performance.

10. A mathematical modeling teaching system supporting multi-person collaboration, characterized in that: The device comprises the device according to any one of claims 1 to 7 and control-end software, and is used to realize simultaneous online collaboration of multiple groups, data synchronization, process guidance and teaching evaluation.

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