In mathematics teaching in higher vocational colleges, teachers are often accustomed to traditional teaching methods and have a low acceptance of emerging digital intelligent technologies. To this end, this study explores the application and innovation of digital intelligent media technology in higher vocational mathematics teaching, focusing on the analysis of the reform of curriculum setting, teaching model and evaluation mechanism, and verifies the effectiveness of relevant methods through experiments. First, the study points out that higher vocational mathematics courses cover basic theories and practical applications, focus on the design of practical links, and gradually shift the teaching model from teacher-centered to student-centered, emphasizing the combination of independent learning and cooperative learning. Secondly, this paper introduces the application of intelligent learning platform in mathematics teaching, and analyzes the practice of generating learning portraits through student learning data to help teachers provide personalized tutoring. The reform of the evaluation mechanism not only combines individual, group, self and other evaluations but also incorporates moral education assessment and professional quality cultivation into the evaluation system to comprehensively improve the teaching quality. The experimental results show that metaverse technology effectively enhances students' sense of participation and practical ability, and improves their mathematical application and innovative thinking abilities. The change in the role of teachers enables students to gain a deeper learning experience through interaction and cooperation. Through these innovative teaching methods, digital intelligent media technology provides new teaching experiences and learning methods for higher vocational mathematics education, laying a solid foundation for students' career development.

Gang Wang. Application and Innovation Research of Digital Intelligent Media Technology in Mathematics Teaching in Higher Vocational Colleges. Frontiers in Educational Research (2025) Vol. 8, Issue 2: 140-147. https://doi.org/10.25236/FER.2025.080220.

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