Исследование стереотипности и энтропии Шеннона стимулов, связанных с математикой
| Parent link: | Перспективы развития фундаментальных наук=Prospects of Fundamental Sciences Development: сборник научных трудов XХII Международной конференции студентов, аспирантов и молодых ученых, г. Томск, 22-25 апреля 2025/ Национальный исследовательский Томский политехнический университет ; под ред. И. А. Курзиной [и др.].— .— Томск: Изд-во ТПУ Т. 3 : Математика.— 2025.— С. 52-54 |
|---|---|
| 1. autor: | |
| Kolejni autorzy: | |
| Streszczenie: | Заглавие с экрана In the present study, we performed the stereotypical thinking and Shannon entropy of responses to mathematical stimuli in the linguistic consciousness of technical university students. The study involved 170 students. The participants were divided into 2 groups: Group 1 – part of the practical classes on introduction to mathematical analysis was conducted in a game form – 75 people; Group 2 – practical classes were conducted in a traditional form – 95 people. The collected responses were preprocessed, including segmentation, lemmatization, synonym unification, and removal of stop words. Shannon entropy was calculated to assess the diversity of responses, while stereotypical thinking was measured as the inverse of entropy. The Shapiro-Wilk test was applied to check data normality, and the Mann-Whitney U test was used to evaluate statistical differences between the groups. The results showed that the experimental group demonstrated slightly higher stereotypical thinking (mean value: 5.09 vs. 4.98) and slightly lower Shannon entropy (0.20 vs. 0.21) compared to the control group. The most significant difference was observed for the stimulus “I am solving math problems", where the control group exhibited higher entropy. However, statistical analysis revealed no significant differences between the groups. These findings suggest that game-based learning may contribute to the formation of more structured and standardized problem-solving strategies, reinforcing stereotypical responses Текстовый файл |
| Wydane: |
2025
|
| Hasła przedmiotowe: | |
| Dostęp online: | http://earchive.tpu.ru/handle/11683/133123 |
| Format: | Elektroniczne Rozdział |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=682606 |
| Streszczenie: | Заглавие с экрана In the present study, we performed the stereotypical thinking and Shannon entropy of responses to mathematical stimuli in the linguistic consciousness of technical university students. The study involved 170 students. The participants were divided into 2 groups: Group 1 – part of the practical classes on introduction to mathematical analysis was conducted in a game form – 75 people; Group 2 – practical classes were conducted in a traditional form – 95 people. The collected responses were preprocessed, including segmentation, lemmatization, synonym unification, and removal of stop words. Shannon entropy was calculated to assess the diversity of responses, while stereotypical thinking was measured as the inverse of entropy. The Shapiro-Wilk test was applied to check data normality, and the Mann-Whitney U test was used to evaluate statistical differences between the groups. The results showed that the experimental group demonstrated slightly higher stereotypical thinking (mean value: 5.09 vs. 4.98) and slightly lower Shannon entropy (0.20 vs. 0.21) compared to the control group. The most significant difference was observed for the stimulus “I am solving math problems", where the control group exhibited higher entropy. However, statistical analysis revealed no significant differences between the groups. These findings suggest that game-based learning may contribute to the formation of more structured and standardized problem-solving strategies, reinforcing stereotypical responses Текстовый файл |
|---|