JUNIOR SCHOOL TEACHERS’ OPINIONS ON TEACHING TOPIC “TRAPEZOID” BY DISCOVERY LEARNING: THE INVESTIGATION IN DONG THAP PROVINCE, VIETNAM

Discovery learning is a method of inquiry-based instruction, in discovery learning, learners have opportunities to discover facts and relationships for themselves. In Vietnam, this method was approached from many decades ago. The paper will present the results of the investigating mathematics teachers’ opinions on the use of discovery learning in teaching geometry in junior schools of Vietnam in the case of instructing topic “trapezoid”.  Article visualizations

STUDENTS’ ERRORS IN SOLVING MATHEMATICAL WORD PROBLEMS AND THEIR ABILITY IN IDENTIFYING ERRORS IN WRONG SOLUTIONS

Solving mathematical word problems is a difficult, complex and intellectual activity. The formation of problem solving skills is much more difficult than calculation skills because the problems are related to many concepts and a lot of mathematical relationships. Therefore, students are inevitable to commit errors to deal with them. This study shows the errors of 160 3rd grade students regarding some kinds of word problems in Mathematics 3 in Vietnam. The results indicate that children commit many errors due to many different reasons such as: subjectivity, carelessness, wrong application of the calculation rules, incorrect identification of problem kinds and wrong calculation.  Article visualizations

ERRORS OF STUDENTS IN SOLVING PROBLEM “WRITE THE EQUATION OF A STRAIGHT LINE THROUGH A POINT AND PARALLEL TO A GIVEN STRAIGHT LINE”: A STUDY BASED ON THE CONCEPT “DIDACTICAL CONTRACT”

The paper presents the result of a research based on the concept “didactical contract” which was introduced by G. Brousseau in 1980. On the basis of this concept, we predicted students’ errors and verified by the investigation of 60 students who are studying in the “Long Phú” high school – Tam Binh District, Vinh Long Province. These results indicated that the rules of didactical contract could be reasons for students’ errors in solving mathematical problems.  Article visualizations

STATUS OF USING IT IN TEACHING: OPINIONS OF MATHEMATICS TEACHERS OF HAU GIANG PROVINCE, VIETNAM

Application of information technology to education with the purpose of contributing to improving the quality of education and teaching in general and in teaching mathematics, in particular, is a trend of the world. In Vietnam, this trend has been implemented in high schools for many years. To find out about the status of facilities and teaching related to using information technology (IT) of mathematics teachers in schools in Hau Giang province - Vietnam, we conducted a survey of 71 mathematics teachers by 5 - point Likert scale questionnaire. The survey contents were (1) Current status of facilities for teaching and applying IT; (2) The frequency of using IT in teaching high school mathematics; (3) The software used in teaching mathematics; (4) The learning attitude of students when teachers apply IT in teaching and learning; (5) Students' ability to absorb knowledge in lessons with the support of IT. The results showed that in some schools, facilities for using IT were inadequate; teachers sometimes or rarely applied IT in their teaching. However, most of the mathematics teachers asserted that teaching with IT increased motivation and performance of students. The report has partly reflected the practical situation of this approach to educational technology in Hau Giang province in particular and in Vietnam in common.  Article visualizations

Using Analogical Reasoning in Teaching Mathematics: A Survey of Mathematics Teachers at Secondary Schools in the Mekong Delta

Teaching with analogies is an effective teaching strategy. Therefore, teachers from different countries have been studied and applied this strategy to teaching specific subjects in secondary schools. The study analyze

The Effectiveness of Applying Realistic Mathematics Education Approach in Teaching Statistics in Grade 7 to Students' Mathematical Skills

The research was carried out to verify the effectiveness of applying Realistic Mathematics Education (RME) on the development of skills required by students in statistical content in grade 7. For achieving research objectives, the pedagogical experiment was conducted in the form of intrinsic legalization for forty-eight 7th-grade students at Tang Phu Nhan B Junior School, District 9, Ho Chi Minh City, Vietnam. Accordingly, data on pre-test results, study sheets, post-test, and student learning performance were collected and analyzed qualitatively. The results were assessed based on the criteria corresponding to the required skills for the statistical content, including the criteria for data collection, classification, and representation according to the given criteria for the skill, data collection, and organization capabilities; simple problem formation and problem-solving criteria arise from the existing statistical figures and charts for data analysis and processing skills. The primary mathematical statistics method was used to evaluate the achievement level of students for each criterion. Thereby, the experimental results showed that applying the RME approach in teaching statistical content positively impacted the development of some skills that students needed to achieve. Also, a number of guidelines were provided to guide the enhancement of RME activities

LIMITATIONS OF SECONDARY SCHOOL STUDENTS IN SOLVING A TYPE OF TASK RELATING TO THE EQUATION OF A CIRCLE: AN INVESTIGATION IN VIETNAM

In Vietnam, secondary school students learn the equation of a circle in Grade 10. Based on how to present this equation in the textbook “Geometry 10” and types of task for students, we believe that some limitations happen to students when they solve problems related to the equation of a circle. This paper reports the investigation of 845 students from the Mekong Delta-Vietnam. The results show that our prediction is correct.  Article visualizations

FACTORS AFFECTING THE ACADEMIC RESULTS OF MASTER STUDENTS IN MATHEMATICS EDUCATION AT CAN THO UNIVERSITY, VIETNAM: A SURVEY STUDY

The study results were based on the survey data of 24 students  studying the master program in math education at Can Tho University, Vietnam. We used the questionnaire to find out the factors affecting students' learning outcomes: Learning time, learning conditions, learning environment, personal level, learning methods, collaborative learning, learning attitudes. The results show factors such as learning conditions, learning environment, time for leaning, qualifications, teaching methods, learning methods, cooperation in learning, attitude in learning are factors that significantly affect the learning of master students in Mathematics education. Therefore, universities with high-level training programs should have adequate facilities for students' learning; lecturers know how to use teaching methods to promote self-study and self-study for students, improve their ability to work independently, the ability to cooperate in the learning and research process of students. In other words, universities must uphold  their responsibilities when implementing intensive training programs, helping learners with necessary competencies as expected of the community and society.  Article visualizations