Đánh giá năng lực giao tiếp toán học của học sinh thông qua nhiệm vụ mở về chủ đề vectơ

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Tác giả: Thị Tân An Nguyễn, Trung Chánh Nguyễn

Ngôn ngữ: Vie

Ký hiệu phân loại: 370 Education

Thông tin xuất bản: Tạp chí Giáo dục 2022

Mô tả vật lý: 18-24

Bộ sưu tập: Metadata

ID: 404353

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Trong bối cảnh phát triển và hội nhập hiện nay, chương trình giáo dục phổ thông môn Toán 2018 chú trọng phát triển năng lực toán học của người học, trong đó có năng lực giao tiếp bằng toán học. Nghiên cứu được thực hiện với 36 học sinh lớp 10, sử dụng 7 bài tập mở, liên quan đến chương Vectơ, với độ khó 3 và 4 theo phân loại PISA. Mục đích của nghiên cứu này là đánh giá năng lực giao tiếp toán học của học sinh, điều chỉnh thang đo của Cai và cộng sự (1996) vào nội dung hình học để tạo thành thang đo cụ thể gồm 5 mức độ, mỗi mức độ có 4 yếu tố là trình bày, suy luận, sử dụng ngôn ngữ. và vẽ. Kết quả cho thấy, năng lực giao tiếp toán học của học sinh chủ yếu ở mức trung bình (mức 2), số học sinh đạt mức thấp 0 và 1 chiếm khoảng 1/3 và mức khá (mức 2) là 1/4. . Ngoài ra, học sinh không thể giải thích các kết quả toán học ở dạng nói cũng như ở dạng viết. Bên cạnh đó, các bài tập mở đã tạo môi trường giao tiếp, từ đó bộc lộ những sai lầm trong việc hiểu kiến thức véc tơ của học sinh., Tóm tắt tiếng anh, In the current context of development and integration, the Mathematics general education program 2018 focuses on the development of learners' mathematical competencies, including the competency to communicate in mathematics. The study was conducted with 36 grade 10 students, using 7 open tasks, related to the Vector chapter, with difficulty levels 3 and 4 according to PISA classification. The aim of this study is to assess students' mathematical communication competency, adapting the scale of Cai et al (1996) into the geometric content to create a specific scale consisting of 5 levels, 4 elements of each level including presentation, reasoning, using language and drawing. The results show that the students' mathematical communication competency was mainly at the average level (level 2), the number of students reaching the low level 0 and 1 was approximately 1/3 and the near proficiency level (level 2) was 1/4. In addition, the students could not explain mathematical results in oral form as well as in written form. Besides, open tasks created a communication environment in which mistakes in students' understanding of vector knowledge were revealed

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