1Department of Mathematical Sciences, Graduate T. E. I. of Western Greece, Patras, Greece
American Journal of Applied Mathematics and Statistics.
2024,
Vol. 12 No. 1, 10-14
DOI: 10.12691/ajams-12-1-2
Copyright © 2024 Science and Education PublishingCite this paper: Michael Gr. Voskoglou. Assessing the Effectiveness of the APOS/ACE Instructional Treatment with the Help of Neutrosophic Triplets.
American Journal of Applied Mathematics and Statistics. 2024; 12(1):10-14. doi: 10.12691/ajams-12-1-2.
Correspondence to: Michael Gr. Voskoglou, Department of Mathematical Sciences, Graduate T. E. I. of Western Greece, Patras, Greece. Email:
mvosk@hol.grAbstract
The APOS/ACE instructional treatment for teaching mathematics was introduced in the USA by Prof. Ed Dubinsky and his research team during the 1990’s The central idea of the APOS/ACE treatment is that one can always find a suitable computer task for helping students to build the mental constructions that lead to the learning of the corresponding mathematical topic. In this work a method is presented for assessing the overall performance of a student group when the instructor is not sure about the accuracy of the individual grades assigned to the students. This method is developed using neutrosophic sets as tools and writing their elements in the form of neutrosophic triplets and it is used here for evaluating the effectiveness of the APOS/ACE instructional treatment for teaching mathematics. The outcomes of the classroom application performed for this purpose provide a strong indication that the APOS/ACE approach benefits the mediocre and the weak in mathematics students more than the good students, but this requires further experimental research.
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