ARTICLE
Volume 10,Issue 8
17 September 2025
A Study of a KUD-BOPPPS Teaching Model for Advanced Mathematics Courses at a Chinese University for International Students
Shuhui Wu ,
Xingxing Tao ,
Yuanhong Tao ,
Qiquan Fang
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1
School of Artificial Intelligence and Information Engineering, Zhejiang University of Science and Technology, Hangzhou, Zhejiang, 310023, China,
2
School of Science, Zhejiang University of Science and Technology, Hangzhou, Zhejiang, 310023, China,
JCER 2025 , 9(8), 284–292;
https://doi.org/10.26689/jcer.v9i8.12034
© 2025 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC BY-NC 4.0) ( https://creativecommons.org/licenses/by-nc/4.0/ )
Abstract
International student enrollment has rapidly grown in China, positioning transnational education as a significant component of the country’s higher education system. So our study investigates an innovative teaching approach that combines the Knowing-Understanding-Doing (KUD) framework with the BOPPPS pedagogical model (which includes the Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary components), with specific application to undergraduate mathematics teaching for international students at a Chinese university. Taking Calculus 1 as a case study, our study evaluates the implementation efficacy of this integrated approach. The findings offer valuable insights for those seeking to enhance the quality and effectiveness of their teaching methodologies in culturally diverse undergraduate mathematics classrooms.
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