An important goal of teaching mathematics is to form and develop students' abilities to apply mathematical knowledge to solve problems arising from real life. This goal is also associated with the evaluation of specific mathematical competencies: mathematical thinking and reasoning, inference and proof, communication, modelling, problem solving and representation, using mathematical symbols and languages, using calculation tools. Among these competencies, modelling is the capacity mentioned by educators around the world and holds an increasingly important position in many popular mathematics programs of several countries. The objective of this study is to foster students' mathematical modelling competency through teaching sine and cosine theorems. The sample included 46 10th grade students at Phan Thanh Giang high school, Ben Tre province, Vietnam, and they were asked to solve numerous real-world problems associated with the theorems. The qualitative analysis method was used to evaluate students' performance in mathematical modelling competence. The results were found that most of the students made progress in mathematical modelling competency, from which they not only had the right motivation to learn but also supported them in realising the application of mathematics in practice.
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, posttest, 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.
Many educators and policymakers worldwide have noticed the burgeoning field of experiential learning in the twenty-first century. Learning theory and practice together is beneficial to education in general, and mathematics education in particular, because it enables students to realize their full potential for knowledge and skill, and it connects the two aspects of knowledge. A focus on the cross-cutting and critical role of experience activities within the framework was emphasized in Vietnam’s general education program in mathematics, released in 2018 and included views on the content and methods of teaching and learning mathematics in the country. Experiential learning in mathematics was studied to see if this method could positively help students participate, increase their motivation and interest in learning, and impact their math outcomes. A series of pedagogical experiments with 29 sixth-grade students on arithmetic and geometric topics was conducted to confirm the research goals. Students were required to develop solutions to real-world problems related to their studying subjects. The experimental and control classes are subjected to a pre-test and a post-test design. Mixed methods, including qualitative and quantitative analysis, are handled by the statistical data processing software (SPSS) program and the results of observations and surveys of learners’ opinions. The results were found that experiential learning activities positively influenced math learning attitudes and student achievement progress in the classroom.
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