Phát triển năng lực giao tiếp toán học bằng lời cho học sinh trong dạy học nội dung "Giới hạn của hàm số" (Toán 11)

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Tác giả: Vĩnh Phát Vương

Ngôn ngữ: Vie

Ký hiệu phân loại: 370.1 Philosophy and theory, education for specific objectives, educational psychology

Thông tin xuất bản: Tạp chí Giáo dục 2023

Mô tả vật lý: 45484

Bộ sưu tập: Metadata

ID: 408670

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Chủ đề

Năng lực giao tiếp toán học là một trong năm thành phần cốt lõi của năng lực toán học cần phát triển cho học sinh. Việc phát triển năng lực giao tiếp toán học bằng lời cho học sinh trong dạy học Toán có ý nghĩa quyết định, bởi nó phù hợp với Chương trình giáo dục phổ thông môn Toán năm 2018 và xu thế giáo dục trên thế giới. Nghiên cứu này đề xuất quy trình dạy học toán có giai đoạn tranh luận khoa học nhằm phát triển năng lực giao tiếp toán học bằng lời của học sinh và minh họa quá trình này thông qua dạy học giải toán theo chủ đề "Giới hạn của hàm số" ở lớp 11. Thông qua giai đoạn tranh luận khoa học, học sinh có cơ hội để phát triển khả năng giao tiếp toán học bằng miệng và giúp họ hiểu sâu các khái niệm toán học. Giáo viên cần chú trọng phát triển năng lực giao tiếp bằng lời trong quá trình dạy học Toán cho học sinh để giúp các em rèn luyện tính tự tin, đặc biệt là tư duy phản biện., Tóm tắt tiếng anh, Mathematical communication competence is one of the five core components of mathematical competence that should be developed for students. The development of verbal mathematical communication capacity for students in teaching Mathematics is crucial, because it is in line with the 2018 General Education Program in Mathematics and educational trends in the world. This study proposes a math teaching process with a scientific debate stage to develop students' verbal mathematical communication competence and illustrates this process through teaching problem solving on the topic "Limits of functions" in grade 11. Through the scientific debate stage, students have the opportunity to develop their ability to communicate mathematically orally and help them understand math concepts deeply. Teachers need to focus on developing verbal communication competence in the process of teaching Math to students to help them practice self-confidence, especially critical thinking.

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