Mathematical conceptual understanding is fundamental ability that students should have for learning practice in mathematics. This study presents a learning approach based on a mathematical understanding development strategy in the cloud learning environment to enhance undergraduate students’ comprehension of mathematical concepts. A quasi-experimental design with a pre-test and post-test control group was deployed in this study. The 56 undergraduate students, enrolled in the Number Theory Course, were involved in this study. The 28 students in the experimental group were taught using a mathematical understanding development strategy in a cloud learning environment and the 28 students in the control group were taught using a conventional approach. The research instruments were an instructional plan, and a mathematical conceptual understanding test. Data were analyzed by mean, standard deviation, and t-test. The results found that the mean score of mathematical conceptual understanding of students in the experimental group was higher than the 60 percent criterion. There were statistically significant differences between the mean scores of the students in the experimental and the control groups in their mathematical conceptual understanding in the post-test in favor of the experimental group at a significance level of .05.The results of this study inform the positive impact of learning approach based on a mathematical understanding development strategy in a cloud learning environment for undergraduate students.

Abstract-This study aims to design a framework for a knowledge management system in a cloud computing environment using a knowledge engineering approach. The research comprised 2 steps: 1) analyzing and synthesizing the relevant literature with regard to knowledge management systems in a cloud computing environment using a knowledge engineering approach and 2) designing a framework for a knowledge management system in a cloud computing environment using a knowledge engineering approach. Data were analyzed using content analysis. A knowledge management system consists of four components as follows: 1) knowledge retrieval 2) knowledge storage 3) knowledge sharing and 4) knowledge publishing. The knowledge engineering approach consists of three components as follows: 1) knowledge acquisition 2) knowledge storage and 3) knowledge utilization.Index Terms-Knowledge management system, cloud computing environment, knowledge engineering.

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The COVID-19 situation has affected the instructional process, with both students and instructors having to adapt to the conditions that have emerged. The inclusion of online tools as part of teaching and learning is imperative, especially in mathematics courses, in order to provide knowledge and to create a learning environment as close as possible to face-to-face learning. This study focuses on the mathematical conceptual knowledge of undergraduate students using a concept attainment model. This consists of a three-phase learning process involving the presentation of information and conceptualization, a conceptual comprehension test, and an analysis of thinking strategy. It also features the implementation of cloud-based mobile learning features, including cloud learning devices, cloud learning services, and cloud learning environments as the components of the proposed instruction model. The model was evaluated by experts before being used to investigate the mathematical conceptual knowledge of undergraduate students and how pre-test scores differ from post-test scores. Descriptive statistics and t-test were used to analyze the data. The results revealed that the overall scores for the suitability of the model indicate that this approach is most suitable, and that students learning through a concept attainment model using cloud-based mobile learning obtain a higher post-test score in mathematical conceptual knowledge compared to their pre-test score, at a level of .05 statistical significance. The framework of this study can be useful for mathematics instructors or others educators when it comes to applying it in order to develop students in mathematics contexts.

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