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Changes in lesson plans as teachers participate in a professional development on statistical literacy

- Tran, Dung, Nguyen, An Thi, Nguyen, Duyen, Ta, Phuong, Pham, Nga, Huynh, Binh

  • Authors: Tran, Dung , Nguyen, An Thi , Nguyen, Duyen , Ta, Phuong , Pham, Nga , Huynh, Binh
  • Date: 2023
  • Type: Text , Journal article
  • Relation: International Journal of Learning, Teaching and Educational Research Vol. 22, no. 5 (2023), p. 281-301
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  • Description: Research on mathematics teacher knowledge has gained momentum recently; however, research on teacher planning is scarce, especially using lesson plans as the primary data source. This study examines how teachers' lesson plans change as they participate in a professional development, supporting them in implementing the Vietnamese reformed Curriculum 2018. Using a design-based research methodology, we developed a research-informed framework that assesses teachers' lesson plans for developing students' statistical literacy as emphasized in the mathematics Curriculum. Informed by research literature and data collected from teachers, the framework including seven criteria was shared and used by 61 teachers to reflect on the quality of their lessons. The analysis of 38 lesson plans shows all criteria have improved from pre- to post-lesson plans. The teachers included more explicit and comprehensive learning intentions in their post-lessons. Tasks in the post-lesson plans afforded more opportunities for students to develop statistical literacy, helped them engage in the statistical investigation using real data, and included multiple representations. Finally, the post-lesson plans tended to follow the constructivist teaching principles. Implications on ways to develop teachers' planning competence and suggestions for future studies are included. © 2023 Authors.

Bridging to mathematical modelling: Vietnamese students' response to different levels of authenticity in contextualized tasks

- Tran, Dung, Nguyen, Duyen, Nguyen, An, Nguyen, Giang-Nguyen, Ta, Phuong

  • 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
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  • 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.
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