Search

This paper utilizes the information diffusion mechanism of the information extension model, which can act on the influence of students in the process of university English teaching to the information extension model to the diffusion ability that English information has. It examines the level of student activity and English information coverage in university English teaching and discusses the use of the information extension model in English teaching. According to the objectives of university English teaching, the functional requirements of the university English teaching platform are analyzed, the university English teaching platform based on the information diffusion model is designed through big data technology, and the English teaching platform combined with the information extension model is analyzed in an example study. The results show that on the model simulation analysis, the performance of this paper’s model is better than the User Rank model and UI-LR model when mining less than 30 information extensions. In the analysis of teachers’ discourse, the speech rate of teachers in the university English teaching platform is mainly concentrated in the range of 140-149 syllables/minute and 150-159 syllables/minute, and only one teacher’s speech rate exceeds 170-179 syllables/minute. This study has the potential to enhance students’ understanding of teachers’ discourse and establish a solid platform for communication between teachers and learners.

This paper explores the teaching path of the civics class in colleges and universities during the mobile Internet era, and uses a questionnaire survey to analyze the reality of current mobile Internet-based civics class instruction. The changes in the teaching of civics and political science classes under the influence of mobile internet are tracked and systematically analyzed in terms of differences. This study focuses on both the general effective education classroom and the effective education classroom in the mobile environment. It utilizes the Nvivo software to investigate the teaching styles of teachers and the interactions between teachers and students in these two learning modes. The results show that nearly 20% of the students are in schools that have not yet conducted mobile Internet civics instruction, and about 24.5% do not have political theory classes on mobile Internet teaching. In the context of mobile Internet, the habit of reading on a cell phone is increasing by 10% annually, and learners are paying the highest attention to public news sources, reaching 86.4%, which creates favorable conditions for teaching mobile Internet civics and politics. An effective education classroom in the mobile environment tends to be open; the ratio of teachers’ words to students’s words is about 2.09%, and teachers are more willing to use media resources, and network means to check students’ knowledge. And the classroom status is at 0%, and the teaching process is more stable.

This article discusses the discourse of educators who teach Mathematics with a focus on reflexive teaching. The investigation involved teachers of different levels that teach in the municipality of Guarulhos. The methodology of this research relies on case study principles, and different tools were used for data collection, like a questionnaire and interviews. The data analysis process allowed us to observe that the discourse of the teachers who participated in this investigation partially corroborates the theoretical discussions that we adopted for our analysis. Based on the data collected, we were able to infer that the teachers have little engagement in readings and discussions that might help them theoretically in their formation process as reflexive teachers.

The majority of research in mathematics education in Brazil focuses on aspects related to urban schools. Although there has been a discussion for decades about the need for a curriculum in schools located in rural areas that considers the importance of the local culture and the concept of context-based knowledge, there is still precarious teaching of mathematics in these schools. This paper discusses research data that addresses the teaching of mathematics in rural schools located in Pernambuco, Brazil. The method used is a qualitative research method based on interviews and discourse analysis. We focus on the discourse of teachers who participated in the empirical study by analyzing their views on rural education, the conceptualization of resources, and on their performance in mathematics teaching. Although most teachers positively evaluate their performance when they teach mathematics, they do not identify differences between teaching in the city and in rural areas. Generally, the teachers were unaware of the field schools' specificities. The results lead us to reflect on the possibilities of teaching mathematics to empower rural communities.