Dạy học đại số ở trường trung học phổ thông theo hướng phát triển năng lực giao tiếp toán học cho học sinh.Dạy học đại số ở trường trung học phổ thông theo hướng phát triển năng lực giao tiếp toán học cho học sinh.Dạy học đại số ở trường trung học phổ thông theo hướng phát triển năng lực giao tiếp toán học cho học sinh.Dạy học đại số ở trường trung học phổ thông theo hướng phát triển năng lực giao tiếp toán học cho học sinh.Dạy học đại số ở trường trung học phổ thông theo hướng phát triển năng lực giao tiếp toán học cho học sinh.Dạy học đại số ở trường trung học phổ thông theo hướng phát triển năng lực giao tiếp toán học cho học sinh.Dạy học đại số ở trường trung học phổ thông theo hướng phát triển năng lực giao tiếp toán học cho học sinh.Dạy học đại số ở trường trung học phổ thông theo hướng phát triển năng lực giao tiếp toán học cho học sinh.Dạy học đại số ở trường trung học phổ thông theo hướng phát triển năng lực giao tiếp toán học cho học sinh.Dạy học đại số ở trường trung học phổ thông theo hướng phát triển năng lực giao tiếp toán học cho học sinh.Dạy học đại số ở trường trung học phổ thông theo hướng phát triển năng lực giao tiếp toán học cho học sinh.Dạy học đại số ở trường trung học phổ thông theo hướng phát triển năng lực giao tiếp toán học cho học sinh.8 MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATTION LUONG ANH PHUONG TEACHING ALGEBRA IN HIGH SCHOOL TOWARDS DEVELOPING MATHEMATICAL COMMUNICATION COMPETENCE FOR STUDENTS Maj.
Trang 1MINISTRY OF EDUCATION AND TRAINING
HA NOI NATIONAL UNIVERSITY OF EDUCATTION
LUONG ANH PHUONG
TEACHING ALGEBRA IN HIGH SCHOOL TOWARDS DEVELOPING MATHEMATICAL COMMUNICATION
COMPETENCE FOR STUDENTS
Major: Theory and Methodology of Mathematics Teaching
Trang 2The dissertation was finished at:
HA NOI NATIONAL UNIVERSITY OF EDUCATTION
Scientific supervisors:
Dr Le Tuan Anh
Assoc Prof Dr Nguyen Thanh Hung
Reviewer 1: Assoc Prof Dr Nguyen Huu Hau
Hong Duc University
Reviewer 2: Assoc Prof Dr Nguyen Tien Trung
VietNam Journal of Education
Reviewer 3: Assoc Prof Dr Trần Việt Cường
Thai Nguyen University of Education
The dissertation will be defended in the university committee:
Ha Noi national university of educattion Time: ……… Date: …………
The dissertation can be found at: National Library, Ha Noi
or the Library of Ha Noi national university of educattion
Trang 3RESEARCHER’S PUBLICATIONS RELATED TO THE THESIS
1 Luong Anh Phuong, Nguyen Thanh Hung (2019), “Developing
mathematical communication capacity for students in teaching algebra at
some high schools in the Central Highlands”, Educational and social journals, Special Issue No 1 December 2019, pp 277-281.
2 Luong Anh Phuong, Le Tuan Anh, Nguyen Thanh Hung (2021)
“Developing mathematical communication competence for high schoolstudent in teaching algebra”, Proceedings of 1st Hanoi forum onpedagogical and education sciences, pp 81-96
3 Luong Anh Phuong (2021) Some measures to improve the confidence of high school students in mathematical communication, Educational and social journals, Special Issue August 2019, pp 85-90
4 Luong Anh Phuong, Nguyen Thanh Hung, Le Tuan Anh (2021) “Thelevel of expression of mathematical communication ability of high schoolstudents”, Vietnam Journal of Educational Science, No 45 September
2021, pp 26-30
5 Luong Anh Phuong (2022) Applying the Concepts of “Community” and
“Social Interaction” from Vygotsky’s Sociocultural Theory of Cognitive Development in Math Teaching to Develop Learner’s Math Communication Competencies, VietNam Journal of Education, Volume 6, Issue 3, December
2022, pp 209- 215
Trang 4INTRODUCTION
1 Reasons for choosing the research topic
1.1 Requirements of the field of education in the new era
Reimers (2018) states, "in an increasingly volatile, unstable andinterdependent global world, it is important to train students not only to understandthe world in which they live, but also to improve it" In order to prepare humanresources for society to withstand the challenges of the times, education isincreasingly affirmed by countries, its importance and attention more than ever
1.2 Requirements of the implementation of the general education program in mathematics
In the field of mathematics education, the Mathematics EducationProgram determines: Mathematics helps students form and developmathematical competencies including the following core elements:mathematical thinking and reasoning ability; mathematical modeling capacity;mathematical problem-solving prowess; mathematical communicationcompetence; ability to use mathematical learning tools and means.Mathematical communication and the problems surrounding mathematicalcommunication have recently been mentioned by some educational scientists
and researchers when education has changed in goal orientation Thus,
educational administrators and math teachers in Vietnam have begun to identifymathematical communication as one of the important skills that students need
in the teaching process In order to help teachers in orienting their teachingmethods according to the new approach of the Math Program, it is necessary toconduct in-depth research on the mathematical communication capacity ofeducators and scientists in the country and in the world international
1.3 The current situation of teaching in high schools towards developing mathematical communication competence for students; The potential and opportunities to develop this competence in teaching Algebra
According to the new general education program, mathematics is acompulsory subject and has content built integrating three knowledge circuits:Arithmetic, Algebra and Some Analysis Elements (accounting for 44% of thetime); Geometry and Measurement (35% of the duration); Statistics andProbability (7% of the duration) In addition, students' ability to communicate
in mathematics is shown by the fact that "students effectively use digits,symbols, charts, graphs, logical links, when presenting, explaining andevaluating mathematical ideas", the best environment for students to practicethis activity is the process of studying algebra at high school
Many teachers have not paid due attention to the formation and training
of mathematical communication skills for students As a result, many studentsare still limited and lack "confidence" when participating in specificmathematical communication situations
Thus, developing mathematical communication capacity is theeducational task of each school, each math teacher The other issue is theteacher himself well aware of that? How to develop students' mathematicalcommunication skills? What are the difficulties of students when performingmathematical communication when learning math (difficulties in knowledge,skills, attitudes, language, .)? The above issues need to be answeredappropriately with specific, in-depth research
Stemming from the above reasons, we choose the research topic for the
thesis: “Teaching algebra in high schools towards developing mathematical
communication competence for students”.
2 Research Aims
On the basis of theoretical research on mathematical communicationcapacity as well as the current situation of teaching algebra in high schooltowards developing mathematical communication competence for students, the
Trang 52thesis proposes a number of measures to teach Algebra in the direction ofdeveloping mathematical communication for high school students.
3 Research tasks
- Overview of competence, mathematical communication competence
- Determine the requirements for students' mathematical communicationcompetence after studying algebra content in high school
- Show the level of expression of high school students' mathematicalcommunication competence
- Research on the current situation of teaching to develop mathematicalcommunication competence in teaching algebra in some high schools in Dak Lakprovince, the difficulties of students when receiving mathematical language and usingmathematical language in the process of mathematical communication Therebyidentifying difficulties and limitations in teaching algebra to develop mathematicalcommunication competence for students
- Propose some measures to teach Algebra in high school in the direction ofdeveloping mathematical communication capacity for students
- Pedagogical experiments at two high schools (Buon Don High School, BuonDon District and Hong Duc High School, Buon Ma Thuot City)
4 Objects and research subjects
The object of the rerearch is the process of teaching Algebra in high schools The research subjects is the ways to organize teaching Algebra in order to help
high school students develop mathematical communication competence
5 Limit the scope of research
- Research issues related to mathematical communication capacity andhow to organize teaching to develop mathematical communication capacity forstudents in teaching Algebra in high school
- Research limitation: The study is limited to the study of algebraiccontent in 10th and 11th grade
6 Scientific hypothesis
If some teaching measures are implemented in the direction that students aregiven opportunities, actively confidently carry out mathematicalcommunication activities, it will improve efficiency in the process ofapproaching, understanding and applying mathematical knowledge and willdevelop mathematical communication capacity for students
7 Research Methods
Use the following research methods in combination: Observation,investigation and interview methods; Theoretical research methods;Experimental method of pedagogy; Product research methods; Mathematicalstatistical methods
8 Contributions of the thesis
8.1 Theoretical contributions
Contributes to the elucidation of the concept of communication; mathematicalcommunication; mathematical communication capacity; The role of mathematicalcommunication in the process of learning mathematics of students
Analyze and synthesize a number of theories, perspectives and teachingmethods related to teaching and developing mathematical communication capacity
Recommend the levels of expression of students with mathematicalcommunication abilities during algebraic learning in high school; The requirementsshould be met for students' mathematical communication abilities when studyingalgebra in grades 10,11
8.2 Practical contributions
Proposing five pedagogical measures applied in teaching algebra in high school
in the direction of developing mathematical communication capacity for students
Research results contribute to innovating teaching methods, improvingthe quality of algebraic learning in high school
Research results contribute to improving the quality of learning algebra in high school
Trang 69 Arguments in defense
Mathematical communication capacity consists of 4 indicators and 5 levels
of expression of those indicators based on the division of Cai et al (1996) andreference to the division of behavior levels in each field of Lam Quang Hiep
Mathematical communication is an activity that plays an important role inthe math learning process of students, students only learn real math when theyactually say and write about what they do
The feasibility and effectiveness of measures for teaching algebra in highschool in the direction of developing communication capacity for students isproposed in the thesis
10 Thesis structure
In addition to the Introduction, Conclusion, List of published works;References and Appendices, the thesis content include 3 chapters: Chapter 1.Theoretical and practical basis; Chapter 2 Some measures to teach algebra at highschools towards developing mathematical communication competence for students;Chapter 3 Pedagogical experiment
Chapter 1 THEORETICAL AND PRACTICAL BASIS
1.1 Literature review
1.1.1 Foreign research works
Up to now, there have been many studies on mathematicalcommunication ability in terms of reasoning, its role in the process of learningmathematics of students; its relationship to other mathematical competencies; aswell as a few studies on mathematical communication patterns
Mathematical communication capacity is divided into indicators inaddition to the expressions of those indicators (see NCTM, 1989, 2000, 2003;Greenes and Schulman, 1996; Kennedy & Tip, 1994; Qohar, 2003) Besidesdescribing mathematical communication through indicators, some researchersapproach the concept of mathematical communication in a different way TheOntario Ministry of Education (2005) describes, "mathematical communication
is the process of expressing verbal, visual, written mathematical ideas,solutions, and understandings, using numbers, symbols, images, graphs,diagrams, and words"
In parallel with the in-depth analysis of the content, the authors also assertthat mathematical communication is an essential process for learning mathematics(see Polya, 1973; NTCM, 1989; NTCM, 2000; Wichelt, 2009; Lim & Chew, 2007;Roland G Pourdavood & Patrick Wachira, 2016; Laney Samson, 2019)
On the basis of general descriptions of mathematical communicationcapacity, scientists have assessed the mathematical communication ability ofstudents when students learn specific content such as solving algebraicproblems, solving problems when learning geometry of specific students Themain results found in in some documents show the relationship betweenmathematical communication and the math learning process, betweenmathematical communication skills and some other skills, thereby confirmingthat good mathematical communication skills are necessary for every student ifthey want to do well in math
Problem-based learning, contextual learning, and research-based learning areconsidered learning models that improve students' mathematical communication skills
And although, mathematical communication capacity has also beendescribed conceptually or through sets of indicators, educational scientists try todescribe in detail the manifestations of students' mathematical communicationabilities in specific situations: presenting written proofs; solving algebraicproblems or geometric problems using problem-solving methods
Trang 71.1.2 In Vietnam
The results of research on mathematical communication are mainly interms of teaching practice on the basis of applying theoretical researchachievements Hoa Anh Tuong (2014) approached this research direction onjunior high school students Similarly, Vu Thi Binh (2016) offers a teachingmethod to develop mathematical representation and communication skills forstudents in grades 6 and 7 based on the teacher's design, construction, regularlyorganize specific mathematical communication activities or mathematicalrepresentations Recently there are Vuong Vinh Phat (2021) and Dang Thi Thuy(2022) Vuong Vinh Phat (2021) proposed a math teaching process calledDebating - Summarizing and using this process in teaching calculus to developmathematical communication competence for high school students
1.1.3 General assessment of the overall research situation
- The conceptual connotation of mathematical communication has beenclearly indicated and although there are different ways when describingmathematical communication
- With the view of mathematical communication in the form of activities,researchers and educators around the world including in Vietnam seemathematical communication as an important and necessary skill for students
- The introduction of teaching models to develop mathematicalcommunication capacity has also achieved certain results Some learningmodels: problem-based learning; contextual learning, learning based onresearch activities, scientific debate are mentioned as teaching methods todevelop mathematical communication capacity In addition, the fact thatteachers organize interactive, collaborative and exploratory activities is also anopportunity for students to practice these skills
- Teaching analysis and geometry for high school students to developmathematical communication competence has been mentioned, but teachingalgebra has not been studied There has been no qualitative assessment of thereciprocal relationship between mathematical communication capacity andother mathematical competencies except problem-solving competence Therehas been no work on the indicative levels of mathematical communicationcapacity as well as the requirements for achieving mathematical communicationcapacity in algebraic content at all levels of study
1.2 Mathematical language and some problems of mathematical language in the algebra program at high school
1.2.1 Mathematical language
1.2.2 Mathematical language in the algebra program at high school
1.2.3 Some aspects of teaching algebra in high school
1.3 Communication and mathematical communication
1.4 Mathematical communication competence
1.4.1 Competence
1.4.2 Mathematical competence
1.4.3 The concept of mathematical communicative competencies
In our opinion, mathematical communication is a special communicationactivity that includes presenting (speaking, writing or performing) mathematicalideas, opinions, and solutions, including explanation, maintenance, andinterpretation, defend one's own point of view and questioning, debating, andargumentating the solution ideas of others through the effective use ofmathematical and natural language
To describe more clearly about mathematical communication skills,Mathematical communication skill indicators are used
Trang 85The general education program in mathematics in 2018 identified 4indicators and manifestations of each indicator of students' mathematicalcommunication ability at all levels, including high school Through the study ofthe concept of mathematical communication skills from domestic and foreignliterature, we propose an approach to mathematical communication capacityaccording to 4 indicators and the expression of indicators according to thefollowing description:
Table 1.2 Description of the expression of indicators of mathematical
communication competence Indicators of mathematical
1 Listening comprehension, reading
comprehension and recording necessary
mathematical information presented in
mathematical text form or spoken or
written by others.
1.1 Listening comprehension, reading comprehension and writing summarize basic mathematical information, the focus in spoken or written texts.
1.2 Know how to analyze, select and extract necessary mathematical information from spoken or written texts 1.3 Know how to connect, link, synthesize mathematical information from different documents.
2 Present and express (oral or written)
mathematical contents, ideas and solutions
in interaction with others (with appropriate
requirements for completeness and
2.3 Explain (reasonably) the presentation, expression, discussion, debate of mathematical contents, ideas and solutions in interaction with others.
3 Effectively use mathematical language
(numbers, symbols, charts, graphs, logical
links, .) in combination with ordinary
language or physical movements when
presenting, explaining and evaluating
mathematical ideas in interaction
(discussion, debate) with others.
3.1 Use correctly and exactly mathematical language
in combination with ordinary language to express mathematical content.
3.2 Correct and correct use of mathematical language combined with ordinary language to express thoughts, arguments, explanations, debates, defense and evaluation of mathematical ideas and solutions.
4 Show confidence when presenting,
expressing, asking questions, discussing
and debating contents and ideas related to
1.4.4 The role of mathematical communication and the need to develop mathematical communication competencies for students in the process of teaching mathematics in high school
In our opinion: mathematical communication are essential in learning mathematics; Students only learn real math when they actually talk and write about what they do In addition, students will be actively involved in mathematics as students are asked to think through their ideas, talk, and listen
to other students when coming up with ideas, strategies, and solutions Through mathematical communication, students can express, explain, describe, listen through which the understanding of mathematics deepens
1.4.5 Requirements for students' mathematical communication competence when studying algebra in high school
1.4.6 The Levels of Expression of Mathematical Communication Competence of Students
Indicators of mathematical communication capacity are given levels ofexpression on a gradually larger scale that are of great significance to teachers
or educational administrators to use the results of the assessment of students'mathematical communication abilities The combination of expression levels toform the level of each indicator according to the following table is our proposal
Trang 96based on the division of Cai et al (1996) and references the division of behaviorlevels of each field by Lam Quang Hiep.
Trang 10Table 1.4 Expression level of mathematical communication competence
Level 0 Level 1 Level 2 Level 3 Level 4
- Reading math texts (Reading)
- Take notes on mathemat ical informati
on (Notes).
-Understand
-Understand -Take notes
Students do the act of listening and reading but they do not understand and cannot record any information
or record some information, but this information
is completely fragmented and has no value.
Students initially understand a part when reading or listening and can record some necessary information
However, many information is missing or inaccurate.
Students understand and record
relatively completely and accurately the necessary information or take full notes but there are some incorrect information.
Students fully understand information when reading, listening and recording fully, accurately, logically the information.
Students not only completely understand and accurately record information logically and accurately, but have linked and integrated new information with old knowledge available in the recording process to help the information content be richer and clearer.
Notes: - Mainly judging based on the amount of information provided in advance and the quality of that information
- The information here is the information contained in the text when the student reads it or in the content spoken by others.
- Mathematical information can be concepts, theorems, methods of solving mathematics, or simply a mathematical idea presented in writing or expressed by another teacher or student.
- Training this expression of mathematical communication ability is important because students need to be able to listen, read and distill necessary information and take notes for the learning and self-learning process This evaluation of output information
is primarily in terms of reproducing the information provided (input) into information at the output From there, there are appropriate pedagogical activities to practice this skill.
- Pisa offers a framework for assessing reading comprehension divided into 3 levels.
2 Present, express (speak or write)
relevant to interactive
Initially, students can say or write down one or a few ideas or solutions in the interaction, but they are still confused,
Hs can speak his ideas and solutions relatively
convincingly, valuablely, relatively complete content
However, there are some errors in the presentation such as
Hs speaks or writes down ideas and solutions in interaction with others
in a completely convincing,
Not only can students come
up with radical solution ideas, but they can also evaluate the ideas and solutions themselves in 7
Trang 11completeness and
accuracy). content. the idea is fragmented,
the solution is not worth it.
the structure is not really good, the argument is not clear, the solution idea is not thorough.
fully argumentativ
e, logical way.
the expansion
of the content
of those ideas and solutions.
Note: - This expression assessment focuses on how students express themselves beyond their views and thoughts Can HS present?
Do you know how to present it? Is it well presented? Here the information that the reviewer obtains takes into account the effectiveness and value of the content of ideas and solutions in the process of interaction.
3 Effectively use mathematical
-The presentation
is clearly succinct enough.
- There are physical movements that support better presentation
Do not know how to use mathematical language to express mathematical content when presenting, explaining and evaluating mathematical ideas Or use NNTH in the above
required situations but completely wrong in semantics and syntax.
The first step is the use of mathematical language in the presentation of expression
However, there are still many semantic errors that have many symbols, words
or mathematical symbols being read or written incorrectly.
Use relatively accurate mathematical language to present ideas and solutions
Solution ideas are presented
relatively succinctly.
Mathematical language is used
correctly, effectively combined with natural language HS can present their ideas and solutions.
Students not only correctly use
mathematical language to present ideas and solutions
in a clear, succinct, and sufficient way, but also know how to use physical movements to express (when speaking) to increase expressive ability.
Note: The assessment focuses on the mathematical language that students use in mathematical communication.
4 Can expressconfidence when
Students are passive, do not dare to express ideas, solutions, views of individuals when participating
in solving learning tasks, interacting with others
Students are involved in expressing and answering questions and tasks but are not really proactive, not confident, the expression does not drift, quickly give up when not finding solutions.
Students initially have the initiative and confidence when participating
in the presentation and discussion of mathematical content There is relative fluency in expression.
Completely confident, proactive
present and express views and ideas fluently
Participate enthusiastica lly in the discussion.
Meet the requirements of level 4 In addition, Hs must have critical thinking when debating, have a high ability to question Persevere in finding solutions.
Note: Evaluation is based on the quantity and quality of activities that students participate in, behavior, perseverance, enthusiasm, fluency when expressing.
8
Trang 131.5.2 Math assessment test towards learner capacity development
1.6 Teaching theories, perspectives and methods related to teaching oriented
to the development of mathematical communication capacity
When learning and clarifying the role of mathematical communication, we found:First, social interaction-based learning in the proximal zone is Vygotsky'sargument for understanding how children develop cognitively (Vygotski, 1978).Besides, the interactive environment with a variety of mathematicalcommunication activities between teachers and students and between studentsand students is typical in the teaching environment to develop mathematicalcommunication competence From this perspective, we are inclined to teachingmethods according to Vygotski's point of view, i.e collective learning
Second, the views and methods of teaching with a rational basis derivedfrom Vygotski's point of view (emphasizing the role of social interaction) can
be applied in teaching to develop mathematical communication capacity Inaddition to social constructivist teaching, the collaborative learning perspectivewith the "group activity" model is also mentioned by us as one of the ways ofteaching related to the development of mathematical communication capacity
Third, although we assess the importance of social interaction in theteaching process, we do not completely negate Piaget's view of the initiativeand positivity of learners
1.6.1 Lev Vygotsky's socio-cultural theory
1.6.2 Teaching from the point of view of social construction
1.6.3 Collaborative learning perspectives
1.6.4 Interactive teaching
1.7 Survey the current situation of teaching algebra in high schools in the direction of developing mathematical communication capacity for students
1.7.1 Purpose of the survey
Exploring the current situation of algebra teaching in high schools in thedirection of developing students' mathematical communication ability as a basisfor proposing teaching measures in chapter 2
1.7.2 Survey subjects
1.7.3 Survey content
Group 1 (Group of survey questions related to mathematical language) andGroup 2 (Group of survey questions related to the current state of teaching todevelop students' mathematical communication capacity)
Trang 14We summarize some of the results of the survey on the situation ofalgebraic teaching developing mathematical communication capacity as well asthe causes of the situations that we have analyzed above as follows:
Actual situation:
- Students lack and weak skills in using mathematical language inmathematical communication, especially skills in using mathematicalterminology and syntax
- High school students are weak in all mathematical communication skillswhen studying algebra, many students find themselves weak in two mathematicalcommunication activities: presenting and expressing mathematical views in front
of the class; debate the mathematical views of the teacher or of other students
- In mathematical communication activities, there is only the activity ofwriting about ideas, mathematical solutions are rated by many students as moreconfident than the rest The confidence level of students decreases when studentsparticipate in mathematical communication activities, need to present their views
to the crowd, question the views, ideas, solutions of teachers or other students
Causes: There are many reasons for students' limited ability to
communicate with mathematics when learning algebraic content, which can bedivided into three main groups of causes:
- Teaching activities to improve mathematical communication skills are stilllimited, not held regularly in the classroom Most of the teaching activities to developthis skill for students take place still spontaneously, so the effectiveness is low
- There is no effective teaching method to develop this capacity, helpingstudents confidently communicate math in the classroom
- The habit of traditional teaching focuses on results without caring about theprocess to get that result, so students have less opportunity to practice mathematicalcommunication skills
- Teachers do not often use active teaching methods, so the environmentfor students to communicate is still limited Teachers have not grasped thecriteria as well as the expression of mathematical communication competence,since then they have not considered that students' learning is the implementation
of mathematical communication activities, since then there is no solution toorganize and adjust each student's mathematical communication activities
- Too rigid in the process of assessing and testing students, so there is littleinformation to adjust the students' mathematical communication competence
For students:
Trang 15- Students are not taught to understand the meaning of mathematicalcommunication for their math learning results, thereby lacking initiative intraining mathematical communication skills
- When studying math, students still keep the habit of being passive inlearning, lazy to think, lazy to speak; Limited math knowledge in lower grades;Students are still limited in language, afraid of communication, not used toexpressing and expressing their thoughts and evaluations Students have fewopportunities to interact to express their views, especially students with averagelearning ability Besides, the mastery and effective use of mathematicallanguage is also underestimated from the perspective of students
SUB-CONCLUSION CHAPTER 1
In Vietnam, mathematical communication competence began to benoticed and researched when the "General Education Program" was issued,which stipulated that mathematical competence is one of the componentcompetencies of mathematical competence Chapter 1, we clarify sometheoretical issues and propose some contents as follows:
First, the theoretical system of mathematical communication activities,
mathematical language, mathematical communication capacity
Second, the system of researchers' judgments about the role of
mathematical communication when learning mathematics
Third, point out some teaching viewpoints, teaching theory and teaching
method that have the potential to form mathematical communication capacity.Here, we propose Vygotski's theory of social construction, the view of socialconstructivism, cooperative learning and interactive teaching as the theoreticalbasis of algebraic teaching in the direction of developing mathematicalcommunication competence for students
Fourth, from the required requirements of Algebra as specified in the
curriculum of general education in mathematics, we build the requirements toachieve about mathematical communication competence in the algebra program
at high school, and at the same time propose "levels" expression ofmathematical communication competence of high school students" We dividethe scale of expression of mathematical intelligence into 5 levels and use therating scale to evaluate the progress of algebraic teaching
Fifth, evaluate the current situation of teaching algebra in high schools in
the direction of developing mathematical communication competence forstudents In addition to using the interview method, we built questionnaires onthe situation and expected causes of the situation
The survey results show that in order to develop mathematicalcommunication competence for students in algebraic teaching, it is necessary tohave teaching measures to overcome the limitations of students in terms ofmathematical communication that the survey has shown:
- Not firmly grasp, do not understand or misunderstand aspects ofmathematical language There is no skill to use mathematical language formathematical communication
- Having no communication skills, presenting ideas or expressing theirown views as well as criticizing other people's ideas and ways
- Lack of confidence in mathematical communication, still shy, passive incommunication, lack of confidence in mathematical communication inparticular as well as in math learning in general