vận dụng phương pháp dạy học hợp tác trong môn toán ở tiểu học bản tóm tắt tiếng anh

- Propose process to apply cooperative teaching and a number of methods to support the teaching Mathematics inPrimary schools - Organize cooperative teaching experiment and assess the re

1 Rationale

Orientation of teaching methodology innovation has been institutionalized in the Education Law: "The method ofeducation to promote self-discipline, positive, proactive, creative thinking of learners; self-learning capacity building,practical ability, passion for learning and will "(Education Law, 2005, chapter 1, article 5)

The four pillars of the XXI century education by UNESCO affirmed that: "Learning to know Learning to do Learn to affirm yourself - Learn to live." Thus the educational objectives of the educational world clearly show thateducation not only provides knowledge but also forms learners the skills and attitudes so that they can live and work inthe ever-changing society after completing general education programs

-Cooperative teaching is one of the active teaching methods in non-traditional teaching trends, It contributes toorientation of teaching methodology in our country Especially in the current period, when Vietnam officially joinedthe Program of International Student Assessment (PISA) and Vietnam is implementing new model school projectsVietnam - Global Partnership for Education - Vietnam Escuela Nuevo (VNEN), so teaching develops its strength inmeeting the standards for student groups to scale integration capability of the PISA assessment as well as of VNENrequirements

In primary schools in general and mathematics in primary schools in particular, no works have mentioned the

application of cooperative learning in a concrete and systematic way For these reasons, we chose "Applying cooperative teaching in mathematics in primary schools" for the research topic.

2 The objectives and tasks of the thesis

Objectives : Study the theory of cooperative teaching to apply in teaching mathematics in primary schools to help

improve the effectiveness of teaching

Tasks: Based on the research purpose, the thesis has the following tasks:

- To study the theoretical basis of cooperative teaching

- Find out the current situations of teaching Mathematics in Primary cooperative teaching

- Propose process to apply cooperative teaching and a number of methods to support the teaching Mathematics inPrimary schools

- Organize cooperative teaching experiment and assess the results of the experiment

3 Subject of the thesis

Cooperative process of teaching mathematics in primary schools

4 Hypothesis

From the research of teaching methodology based on cooperative teaching, if the authors propose the process and

a number of supporting measures to apply the methods of cooperative teaching in teaching Mathematics in Primaryschools, these can help teachers improve their teaching effectiveness

5 Methodology

- The study of theory: Research, analyze, synthesize documents about methods of teaching mathematics in

Vietnam and abroad related to the thesis topic

- Investigation - Survey: Investigate the situation of applying collaboration in teaching Mathematics in Primary

schools in order to clarify the factual basis of the subject

- Observations: To observe some classes to complement theory and adjust processes and measures to support the

cooperation in teaching Mathematics in Primary level

- Pedagogical experiment: Carry out an experiment about cooperative teaching in Mathematics in Primary in

order to confirm the feasibility and effectiveness of the dissertation topic

6 Scope of the research

This research is about teaching Mathematics in primary schools in Vietnam

7 The issues are given in the thesis

-Cooperative teaching achieves the dual objectives They are to achieve the objective of equipping withknowledge, to practice some skills of learning Mathematic and cooperative skills in learning

- Viewpoints of applying cooperative teaching in Mathematics in Primary level are appropriate and can beimplemented according to the design process and the supporting measures proposed in the thesis

8 The new contribution of the thesis

- In theory: An overview of a theoretical basis for cooperative teaching; clarify the basis of age psychology and

pedagogical psychology of elementary school students from that put forth the proper orientation of applyingcooperative teaching in math at primary level

-In Practice: Propose organizational processes of cooperative teaching and a number of supporting methods to

carry out cooperative teaching in math at primary schools; Organize some cooperative teaching classes in some typicalsituations based on orientation of teaching methodology innovation in teaching elementary math

9 Structure of the Thesis

In addition to the introduction, conclusion, references and appendices, the main contents of the thesis consist ofthree chapters

Chapter 1: Literature review and practice

Chapter 2: Implementing cooperative teaching in Mathematics in Primary schools

Chapter 3: Pedagogical experiment

CHAPTER 1: LITERATURE REVIEW AND PRACTICE 1.1 History of the study

1.1.1 History of World-wide researches

Cooperative learning is the common learning perspective in developing countries with education and its effectiveeducation can not be denied Educational researchers have mentioned this problem in many works

In 1878, two British educators are Ben and Lancanxto conducted teaching as tutors This mode is called

"mentoring system" Contributions to the educational development of Georg Michael Kerschensteiner, the generalactivities of the group not only arouse a sense of responsibility, a sense of the students but also eliminate selfishmotives

The form of organization for students studying liberal group by Roger Cousinet is of great significance It helpsprovide students with the ability to get along with the community, have a habit of working without the teacher's control,overcome the status of lazy thinking

John Dewey, the American pragmatic educator, is considered to be the first to initiate the trend of cooperativeteaching John Dewey said that the role of education is to teach people how to live collaboration

Slavin said teaching group significantly improved the students' way of thinking Elliot Aronson with first classmodels Jigsaw (1978) marked a milestone in the completion of the forms of cooperation in cooperative teaching

Geoffrey Petty concludes that through cooperative learning groups, they can achieve what they can not do italone Wilbert J Keachie mentions peer learning and collaborative learning Authors demonstrates that cooperativelearning groups is an effective approach of learning Robyn M.Gillies, Adrian F.Ashman and Jan Telwel highlight thedifferent ways in which teachers can form groups of interaction between the students and encourage students to discuss

in groups The main role of the teacher in the implementation of pedagogical practices and promotion of thinking

1.1.2 Research situation in Vietnam

In terms of theory, recently there have been many research works as well as many articles of interest tocollaborative teaching Cooperative teaching has been mentioned by Nguyen Huu Chau, Nguyen Van Cuong, Tran BaHoanh, Nguyen Ba Kim, Lam Quang Thiep, Thai Duy Tuyen

The teaching at the primary school level in general and the teaching of Primary School Mathematics in particularare still the problem that no author has studied in detail Therefore, organizational issues, using cooperative learning in

mathematics in primary schools should be concerned in studying a particular way and successfully applied in thecontext of Vietnam.

1.2 An overview of cooperative teaching

1.2.1 The concept of cooperative teaching

Cooperation: According to Vietnamese Dictionary, cooperation is to work together to help each other in a task,

which has a common purpose

Group: According to the dictionary, group means that many groups are involved in a joint action.

According to Tran Ba Hoanh, "group" is a small collective form to perform a certain task in a certain time [39]Thus, our concept of the group is a collection of individuals, at least two or more, which are linked together in ajoint operation to implement a common goal, among them the existence of the value general and certain rules to befollowed

Cooperative teaching group: When analyzing and comparing features of cooperative learning groups and other

social groups, we see some differences The difference is defined by the contents of that group learning activities whichare conducted

We think that the cooperative teaching is a constituent unit of collective classes, including a collection ofindividual students which are linked together in a joint operation to perform the task of general learning, and it is in theprocess of linking information and integration of relationships, norms and rules of the group

Cooperative teaching is a form of organization: When referring to cooperative learning as an organizational form

of teaching, that is viewing it as a way of organizations conduct teaching activities to suit purpose and content of thelesson This approach was acknowledged by the theoretical teaching such as: Dang Vu Hoat, Nguyen Ngoc Quang

Cooperative teaching is a teaching method: Refering to teach cooperative group is a teaching method that is

referred to it as a means, a way to achieve the purpose of teaching school

This view is also acknowledged by some theorists such as Thai Duy Tuyen Tran Ba Hoanh,

Teaching cooperation is the interference between teaching methods and forms of teaching

In the teaching process, the types of work just acts as a method, just act as an organizational form of teaching.Thus, the study of cooperative learning can be approached from many different angles However, there are some

common traits that all approaches are mentioned: The trainees are learning in groups; working together to solve common tasks.

From the concept of the method, teaching methods, teaching the concept of cooperation, from the results of the

study of characteristics of cooperative learning group, we affirm that teaching cooperation is a teaching method in which each student is learning in one or more groups of the cooperation between members, between groups and with the interaction of the teachers in order to achieve a common goal.

1.2.2 The feature, characteristics, principles, and meaning of cooperative teaching methods

We believe that applying cooperative teaching is the process of implementation of these measures which has a scientific basis to organize and control the relationship between the elements: teacher, student groups and knowledge, and develop in a certain order to make the mission of teaching.

Characteristics: In the opinion of modern teaching theory, teaching process is the cooperative organization of

some of the following basic characteristics: learning tasks, content, methods, forms of official teaching and assessment

Rules: In cooperative teaching, group co-operation is effective, it is necessary to apply rules that John C Maxwell

gave such as importance rule, Panorama rule, Suitable rule, the rule of chain link, the impact rule, and the rule ofcommunication

Meaning: In the trend of innovative content and teaching methods, teaching cooperation have important

implications in the implementation of integrated trends connection between people and people in certain conditions

1.2.3 Scientific basis of teaching cooperation

1.2.3.1 Philosophical basis

Learning is a continuous process arise and resolve conflicts inside and outside That creates internal resourcesand external resources to promote the development of the learners themselves Basis for conflict resolution is theharmony between individual interests and collective consciousness and responsibility of the individual before thecollective [68]

1.2.3.2 Pedagogy basis

In view of activities: Collaborative learning will enable the students to have more learning opportunities andactivities in exchange Since then they have got better motivation, excitement The nature of learning is the process oforganizing different activities for students to be active and acquire the knowledge, skills, and techniques

1.2.3.3 Basis of psychology

There have been many research works on cooperative learning in groups Learning mechanism that is explained

by a number of psychological theory

1.2.3.4 Social basis

Education, in nature, is the personal socialization process The relationship between socialization andpersonalization is a dialectical relationship The group is the intersection between the effects from individual to societyand the impact of feedback from individuals back into society

1.2.4 Cooperative teaching approach to teaching activities

Approach based learning activities can be interpreted such as how to learn about teaching activities based on acertain method

1.2.5 Collaborative teaching models

A collaborative lesson can be designed in many different models But the ultimate goal is to help studentscomplete the learning task in the direction of cooperation The theory of teaching has launched four models to meet thecriteria of access to the school in the direction of cooperation

1.2.5.1 Group learning - STAD

STAD was developed by Robert Slavin at Johns Hopkins University This is probably the simplest model showsthe approach towards cooperation

1.2.5.2.Jigsaw groups

Jigsaw groups and experimental development were done by Elliot Aronson and his colleagues at the University

of Texas

1.2.5.3 Investigation group (Group Investigation - GI)

This model belongs Herber Thelen’s outline Then Sharan and his colleagues at Tel Aviv University hasexpanded and improved it This model is considered to be small model of collaborative teaching In contrast to STADand Jigsaw, in this model, students are involved in the planning of academic topics as well as how to conduct theinvestigation

1.2.5.4 The model structure

Another model of collaborative learning has been developed over the past decade mainly by Spencer Kagan andhis colleagues Here are two structures that Kagan has grown

1.2.6.The scale and types of cooperative learning groups

According to the model, above each group consists of 4 to 6 students and the members of the group have theirinconsistency in the level of social skills, personality, gender This difference will promote effective teamwork

Classification of cooperative learning groups there are many different perspectives, as we use teaching methods

in cooperative learning, teachers should be based on objectives, and teachers can split cooperative learning groupsaccording to certain criteria to match

1.2.7 Relationship between Cooperative teaching and other teaching methods

1.2.7.1 The relationship between cooperative teaching is to detect and solve problems teaching method

Detection method is to solve the problem, the student partially or completely self-identify issues that need tocomprehend, looking for a way to solve that problem These problems can include several types of theories andpractice, to be addressed in class or at home, individuals or a group of students to solve With this teaching method,students are to create conditions for promoting creativity, improve cognitive interest, thereby fostering the qualities andbehaviors of researchers These characteristics are also evident in teaching cooperation for the process to solve theproblem by cooperation of students performed under the support of the teachers

1.2.7.2 Relationship between the Cooperative teaching with project-based teaching

Obviously, working together to complete the project is one of the main requirements for project-based learning.The basic requirements of cooperation in the implementation of the project: Cooperation directly impact on the success

of each other; interdependence in a positive way is the role and responsibility of the individual and of group; contributerelevant life skills training are guaranteed in the process of implementation of collaborative group work

1.2.7.3 The relationship between cooperative teaching and constructive teaching

There are two types of construct in basic teaching Which are basic construction and social construction.Constructivist teaching not only emphasizes the potential of thinking, active learners themselves in the process ofknowledge creation, but also emphasize the possibility of dialogue, interaction, student debate in the creation andrecognition of knowledge The active dialogue, interaction, debate in knowledge creation is also the teaching activitiescarried out in cooperation to build new knowledge [95, 111-112]

1.3 Some issues about the process of teaching Mathematics in Primary school

1.3.1 Psychological characteristics of primary school students

We believe that: Learning is the main activity of primary school children, this activity forms and develops in the heart of funny activities, exchanges between students Elementary school students' activities should be integrated with

funny activities and through cooperation and exchange Therefore, when applying cooperative learning in mathematics

in primary school, we should have pedagogical design for appropriate learning content development of psychology

students to bring efficiency to the formation and development of cognitive and personality of elementary schoolstudents.

1.3.2 Games for Learning Mathematics in Elementary

In Elementary school age, although active players have retreated to the back, to give the leading role to learn, butthe game still has an important place in the lives of children

1.3.3 Goals, plans and the basic spirit of the program content in Elementary Mathematics

- Goal: Give initial basic knowledge of arithmetic, the natural numbers, fractions, decimals; common quantities;

several factors simple geometry and statistics Form practical skills, measure, solve the problem with many practicalapplications in daily life Give Initial capacity development thinking, the ability to infer reasonable and properexpression (oral and written)

- The basic spirit of the program content in Elementary Mathematics: Program structure content in Primary

Mathematics thoroughly ideas of modern mathematics and suitable to each development phase of primary students Thecontent of the program coordinated closely with other organic, thorough unity of Mathematics, to ensure the continuitybetween Primary and Secondary

1.4.Status of application of cooperative learning in teaching Mathematics in Primary

Find out the status of teaching mathematics teaching and the organization of work for primary school students,

we have surveyed over 268 teachers of a number of primary schools in the provinces: Phu Tho; Vinh Phuc and YenBai

1.4.1 Actual use of organizational forms and methods of teaching mathematics in primary schools.

Form of teaching that teachers have used mainly as the whole class and as individuals Group form is only usedvery little, mainly to practice and reinforce old knowledge

Traditional teaching methods that teachers use mainly such as: presentations, questions and answers, studentsare active in the learning process students are passive to acquire knowledge by teachers to communicate

1.4.2.Assess the awareness and attitudes of teachers for teaching cooperation, the extent to which they use

in practice

When using cooperative teaching methods, teachers help students reflect on and consolidate knowledge, skillsand techniques of old, other purposes are not interested in full This is a limitation to be overcome Thus, the use of

cooperative learning groups is not a teacher, it needs to be adjusted, improved teaching accordingly to achieve effectiveteam collaboration.

1.4.3 The advantages and disadvantages of teachers to organize cooperation for elementary school students.

- On Awareness: Many teachers understand in a simple way, they said that they will divide the class into groups

(optional) and then groups together to solve the task of the teacher is cooperative teaching requirements

- In terms of qualifications, skills of teachers to apply cooperative teaching method: teachers don’t often use

cooperative teaching method effectively Specifically, teachers lack some of the necessary skills

- Students also lack some skills in cooperative learning needs such as: ability to work in groups; communication

skills, interaction; skills to create a collaborative environment; skills to build trust; to resolve conflicts

- On the choice of teaching content: Not all learning content can become the theme to organize effective teaching

cooperation But the fact that regular teachers have selected content in my opinion that is not based on any criteria.Thus, many phases of cooperation is the author, not the student's need for cooperation

- About studying environmental conditions: With practical class sizes are quite large, structured and conventional

classroom space from 40m2 to 54m2, fixed equipment and furniture all hinder the relocation of mobility at the request

of the cooperative teaching

CHAPTER 2: THE IMPLEMENTATION OF COOPERATIVE TEACHING IN MATHEMATICS IN

PRIMARY SCHOOLS 2.1 Directions of applying cooperative teaching in primary schools

- Need to apply perspective on cooperative learning activities

- School cooperation must be integrated with the game

- Take measures to overcome the limitations of cooperative teaching

- Ensure coordination between cooperative learning and other teaching methods

2.2.The conditions for effective cooperation teaching

2.2.1 Conditions for students

- The dependence of positive cooperation between the team members

- The direct exchange between the members of the group

- The ability to work in groups

- Assess performance following a process group to work together:

2.2.2 Conditions for teachers

To cooperation in group activities requires effective teachers need to understand the content of teaching and haveexperience in the design of collaborative activities for students In addition, teachers need to have the skills necessary

2.2.3 Facilities

One of the indispensable elements for successful cooperative learning activities is the need to ensure that theinfrastructure is necessary for cooperative learning in group activities

2.2.4 Learning environment and the management tasks

Unlike other teaching methods in schools, teaching cooperation to collaborative learning environment hasdifferent requirements such as classroom space, facilities conditions, rules management

2.3 The direction of cooperative pedagogy for teaching

Direction 1: Create the situation suggests the problem

For example: With the current teacher's style of teaching, the concept of quantity is generally formed throughabstraction Aware of abstract quantity is an attribute in the current object is difficult for Elementary age students So, it

should be noted shaping students do not confuse it with material properties take it, for example, confuse the line withthe length of it, the cup with its capacity.

Direction 2: Integration of the content of the lesson

As more content in the delivery note of the need for cooperation group of students to work together to completethe task

Direction 3: Mathematics and the real situations and vice versa to create excitement right from the start when

students enter the problem

Direction 4: Create the problem is open, math fun, math sophistry, puzzles

For example: the initial exercise (exercise play) "The value of the expression" only 1 result 76 + 16: 2 + 2 = 52Teachers can design, change the content of the problem (opening exercises) through the delivery note for thegroup to cooperate with the following requirements "Adding brackets and then the result of the expression."

For example: Sophists, "40: 8 = 41"

Nam do not like a mental math When divided equally 40 candy for 8 children, he also write divided as follows:

A number found make Nam embarrassment You will help him fix his mistakes.

For example: Puzzles "There are 7 loaves baked divided equally 12 Asked how to cut the cake so that each cake

is not cut more than 4" (Exercise 38, page 7, the basic exercises and improve grade 5)

Students can not solve the problem if there is no association and thinking of Mathematics

In this article 7 is not divisible by 12 So right to trade in the form of fractions

7 : 12 = 127 = 123 124 4131

So we took three loaves, divide each cake into 4 equal parts Then take the remaining four loaves, divide eachcake into 3 equal parts Each person took the loaves and loaves

Direction 5: Call for limited time (when time is limited in the implementation of problem-solving, group

collaboration needs will come)

Direction 6: Design as a game or take fun factor

Depending on the content, objectives, requirements to achieve the lesson, students object that teachers have thepedagogical design in any direction to suit

2.4.The process of organizing cooperative teaching in teaching mathematics in primary

The thesis research cooperative teaching model includes elements of teachers, students and learning content Here

we are pleased to offer a cooperative organization of lessons in accordance with the conditions of the schools inVietnam Cooperation in teaching the structure of the lessons can be summarized as follows:

2.5.Use some typical situations in teaching Mathematics in Primary

2.5.1 Teaching math concepts

Mathematics in Elementary school does not require students to define the concept Main road to the concept byway of induction that is: Derived from the individual objects such as real objects, models, drawings, teachers leadstudents to analyze, compare, abstraction, generalization to find the characteristic signs of a concept expressed in thisparticular case, which went to an intuitive understanding of concept depending on the requirements of the program

Preparation

Process

Implementation process

Review and evaluation process