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Purpose of the project ：
Purpose of the project ：
Addressing the core contradiction of "a large urban-rural gap in mathematics education in the western regions", we will develop a mathematics adaptive learning system tailored to the learning situation in rural areas, integrate "efficient tools + personalized guidance + localized courses", and build a "technology + teaching research + community" three-dimensional driving model to solve the pain points of "resource shortage, technical obstacles, and insufficient personalized feedback", and reduce risks such as "high dropout rate and class solidification".
Wicked problem ：
Wicked problem ：
Mathematical education in rural areas of western China is trapped in a three-dimensional deficiency dilemma of "resources - capabilities - motivation":
① Resource aspect: Imperfect policies (lack of local educational technology) + poor facilities (funding for rural students is much lower than that for urban students);
② Capability aspect: Shortage of teachers (the student-teacher ratio in rural areas is much higher than that in urban schools) + low digital literacy (less than a quarter of teachers have received technical training) + heavy workload of teachers (nearly half of rural teachers teach across grades);
③ Motivation aspect: Weak foundation of students (65% accuracy rate in arithmetic for 4th graders) + insufficient family support (most rural families cannot tutor students in after-school learning)
For the specific map of wicked problem, please refer to the map below.
Context of the project ：
Context of the project ：
①Location: Anding District, Dingxi City, Gansu Province, and Tongwei County (with a pilot program involving 6 rural schools and 3 urban schools; among them, ethnic minority students in Tongwei County account for 23%, and "language barriers" are prominent);
② Scenario: In rural schools, "classroom interaction" is insufficient (the average number of student speeches per class is only 2.3 times, lower than 5.8 times in urban schools), and "targeted guidance on wrong answers" is lacking. Urban schools have already realized personalized tutoring through learning software;
③My Role: I serve as the person in charge of project design and coordination, leading the effort to solve the above-mentioned multi-layered tough issues through design thinking, and promoting the implementation of the "adaptive learning system" and "localized courses".
Design model and project timeframe ：
Design model and project timeframe ：
Adopting the Stanford d.school EDIPT five-stage model with a 6-month cycle:
① Empathy (Month 1): 30 class hours of classroom observation + interviews with 54 people, focusing on the pain points of teachers' workload and students' basic foundations;
② Definition (Month 2): Sort out the map of difficult problems and clarify the core contradiction of "three-dimensional deficiency";
③ Ideation (Months 3): Design localized courses + low-threshold tutoring suggestions;
④ Prototype (Month 4): Develop an adaptive system (including offline functions and wrong-answer guidance);
⑤ Test (Months 5-6): Trial use in pilot schools to verify the improvement effects on grades and motivation.
Stakeholders：
Stakeholders：
Students are the direct beneficiaries of the project and the core source of needs. Priority should be given to addressing the differentiated needs of students in rural pilot schools (including ethnic minority groups). For other stakeholders, please refer to this page for details.
Please note：
The project will be implemented by a hypothetical design team and pseudo stakeholders, but all models and plans are built based on literature references and reasonable data scenarios.
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