Examining the College Mathematics Classroom Teaching Quality using Fuzzy Evaluation Model

摘要

Mathematics teaching in classrooms is improved using periodical student assessments and the recommendations are implemented. This improves the teaching standard and the assessment quality for academic performance. This article proposes a Type-2 Fuzzy Model-based Teaching Evaluation (T2FM-TE) exclusively for high-class mathematics. The nature of the teaching classroom is to improve the understandability and knowledge of the students related to the mathematics subject. This is handled using the min-max variations for a threshold-based assessment. The assessment improves the teaching quality; hence, the features are extracted from different intervals. This extraction identifies the uncertainty footprint under primary and secondary membership function objectives. The membership is defined for minimum and maximum objective satisfaction based on students' performance. Based on the low-to-high and high-to-low membership representation, the threshold is decided for identifying the uncertainty below. Considering the variation between the primary and secondary membership accumulation, the teaching quality is assessed from the topmost membership objectives. The quality and maximum student passing ratio are used for framing the highest possible membership objective. Therefore the proposed model achieves fair outcomes based on assessment and complexity.