List of Titles

Authors: Tran, Dung , Nguyen, Duyen , Nguyen, An , Nguyen, Giang-Nguyen , Ta, Phuong
Date: 2020
Type: Text , Journal article
Relation: International journal of mathematical education in science and technology Vol. 51, no. 6 (2020), p. 893-912
Full Text: false
Reviewed:
Description: To address the upcoming reform curriculum initiative following competency-based learning in Vietnam, this study examines how variations of a contextualized task allow students to experience the mathematical modelling process. We explore how Grade 10 students respond to tasks with different levels of authenticity when they first attempt such tasks. Adapting the Theory of Authentic Task Situations, we designed variations of the Goat Cage task and implemented them with six small groups of students. Results showed that the modelling processes that the students progressed through differed in mathematical models used and real-world considerations, with diverse approaches when solving the more-authentic variation. Not all phases of the modelling process were observed explicitly when they engaged in the tasks. Students showed a positive disposition towards tasks with more authentic contextual information. The study suggests ways to adapt contextualized tasks to make them more authentic, which allows students to experience a holistic modelling process.

Authors: Tran, Dung , Nguyen, An , Nguyen, Duyen , Ta, Phuong , Nguyem, Gian
Date: 2018
Type: Text , Conference proceedings
Relation: Twenty-fourth ICMI Study School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities; Tsukuba, Japan; November 25-30, 2018; in Proceedings of the twenty-fourth ICMI Study School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities p. 405-412
Full Text: false
Reviewed:
Description: To meet the demand of incoming school curriculum reform focusing on competency-based learning in Vietnam, this paper reports on an innovation project on developing secondary mathematics preservice teachers’ (PSTs) mathematical literacy and preparing them to teach mathematics contextually. We developed a curriculum and studied the effectiveness of the implementation of a secondary mathematics PST education program that integrates mathematical literacy (ML) in methods courses. The courses offer the PSTs opportunities to experience ML as active learners and prepare them to teach ML. The preliminary results on a project-based modeling task show that the PSTs begin to develop an understanding of ML when they take real-life considerations into account in solving the authentic problem. Discussion about the tension between simplifying models and reflecting the real problem, and directions for future study are suggested.

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