Summary of Doctoral Thesis of Scientific Education: Developing teaching competence for university students in Mathematics Pedagogy with the support of information and

Research objectives: Applying theoretical views to develop competence, meaning and value of ICT application in Education and Training to propose solutions to develop Math teaching competence for Math pedagogical students with the support of ICT.

MINISTRY OF EDUCATION AND TRAINING

VINH UNIVERSITY

PHAN ANH HUNG

DEVELOPING TEACHING COMPETENCE FOR UNIVERSITY STUDENTS IN MATHEMATICS PEDAGOGY WITH THE SUPPORT OF INFORMATION

AND COMMUNICATION TECHNOLOGY

SUMMARY OF DOCTORAL THESIS OF SCIENTIFIC

EDUCATION

Specialization: Theory and Teaching Methodology of Mathematics

Code: 9.14.01.11

Science instructor:

1 Assoc.Prof., Dr Tran Trung

2 Assoc.Prof., Dr Tran Kieu

NGHE AN, 2019

The thesis was completed at Vinh University

Science instructor:

1 Assoc.Prof., Dr Tran Trung

2 Assoc.Prof., Dr Tran Kieu

Reviewer 1: Assoc Prof., Dr Dao Thai Lai – The Vietnam National Institute of

Time: At , date month year 2020

The thesis can be found at Vietnam National Library, Nguyen Thuc Hao Library - Vinh University

INTRODUCTION

1 The reason to choose this subject

In order to meet the requirements of industrialization and modernization of the country in the conditions of socialist-oriented market economy and international integration, the Party Central Committee adopted the Resolution No 29 / NQ-TW November 4th, 2013 on radical innovation, comprehensive education and training

In order to create fundamental and strong changes in the quality and effectiveness of education and training; To better meet the work of building, defending the Fatherland and learning needs of the people, Resolution 29 / NQ-TW has set the requirements of renovating the education system in an open, flexible and inter-connected way between modes of education and training The goals set out are:

“Building open education, practical learning, practical education, good teaching, good learning, good management; have reasonable education structure and methods, associated with building a learning society; ensure conditions for quality improvement; standardize, modernize, democratize, socialize and internationalize the education and training system "

On December 26th, 2018, the Ministry of Education and Training issued the General Education Program according to Circular No 32/2018 / TT-BGDĐT of the Minister of Education and Training The new general education program is built in the direction of developing students' qualities and competencies, ensuring close connections between classes, grades and connecting with vocational education and higher education program

In order to effectively implement the general education program, a key determinant is the teachers in the schools and their pedagogical competence, which requires the Pedagogical schools and teacher training institutions to innovate training content and methods to develop students' professional competence, associated with professional activities in practice of teachers in high schools

Mathematics is a science that has many applications in life, basic mathematical knowledge and skills that have helped people solve real-life problems in a systematic and accurate manner, contributing to promote social development

To carry out teaching Math in high school towards developing Math competency for future students, Math pedagogical students need not only master the Math knowledge system in high school but also develop Math teaching competence Therefore, pedagogical schools and training institutions for Math teachers need to apply Competency Based Education and training

Thus, in order to develop the competence of teaching mathematics for students, pedagogical schools and training facilities for Math teachers need to build an open training system, enhancing the activities of experience, and well managing students' learning activities which have a modern educational structure and method, attached to building a learning society; ensuring conditions for quality improvement; standardizing and modernizing according to the spirit of Resolution 29 / NQ-TW

Today, Information and Communication Technology (ICT) plays a huge role in the process of teaching and training at all levels, majors, contributing to a positive innovation in teaching and learning ICT promotes an open education, giving people quick access to information, multi-dimensional information, shortening all distances, narrowing every space, time ICT enables people to self-study anywhere, anytime, contributing to a learning society in which everyone can learn for life

In order to improve the training quality for math teachers in high schools, the research is based on the view of competence development and comprehensive innovation of education, training, exploitation of IT applications to propose solutions to

develop teaching competence for math pedagogical students with the support of ICT which is necessary and urgent

Start from the above reasons we study the thesis “Developing teaching competence for university students in Mathematics Pedagogy with the support of

information and communication technology”

2 Research objectives: Applying theoretical views to develop competence,

meaning and value of ICT application in Education and Training to propose solutions to develop Math teaching competence for Math pedagogical students with the support of ICT

3 Object and scope of the study

3.1 Research object

The process of teaching competence development of Math pedagogical students at university with the support of ICT

3.2 Research philosophy

The process of training Math pedagogical students at the university

3.3 Scope of the study

Application of ICT contributes to train teaching competence in the process of training Math teachers at high schools and at pedagogical universities, through specialized subjects and mainly forging practice pedagogy

4 Scientific hypothesis

If the measures are developed and mastering well the viewpoint of teaching and competence development, along with the reasonable method of exploiting ICT applications, the application of those solutions will contribute to the development of teaching competence of math pedagogical students

5 Research mission

5.1 Systematize theoretical basis for training, developing teaching competence of mathematics pedagogy students Identify the component competencies and manifestations of the major math teaching competencies that need to be developed for undergraduate mathematics pedagogical students

5.2 Identify roles, functions and applications of ICT in training teaching competence for math pedagogical students; pedagogical requirements, ICT application process to support teaching competence training for math pedagogical students at university

5.3 Surveying the current situation of applying ICT in training teaching competence for math pedagogical students at some pedagogical universities which have training of math teachers

5.4 Identify solutions to train teaching competence for math pedagogical students with the support of ICT

5.5 Pedagogical experiment to test the feasibility and effectiveness of ICT applications in organizing teaching competence for math pedagogical students at university

6 Research Methods

6.1 Theoretical research Method

Studying documents, research works on competence development teaching theory, documents on ICT application in teacher training in general and training of teaching competence for math pedagogical students in particular, materials on vocational training programs and training teaching competence for math pedagogical students at universities with the support of ICT

6.2 Investigation and observation Methods

Using the questionnaire, observing student activities related to the requirements for forming, developing competence and using ICT

Communicating with experts and lecturers at universities and observing some teaching

competence training activities for math pedagogical students at universities; At the same time, learn about the practical application of ICT in training teaching competence for math pedagogical students nowadays

6.3 Experimental method of pedagogy

Organize pedagogical experiments to confirm the rationality and feasibility of the pedagogical solutions proposed and test scientific hypotheses Handling pedagogical experiment results by mathematical statistical methods

7 Theoretical and practical meanings of the topic

- The thesis has systematized and contributed to the theory of formation and development of teaching competence of math pedagogical students at university with the support of ICT

- The research results of the thesis can be applied in teaching activities to formulate and develop teaching competence for Math pedagogical students at pedagogical universities and current training facilities of Math teachers

8 The thesis contributions

- Contribute to the determination of the competence frame for teaching mathematics, component competencies and competence expression of university math pedagogical students

- There is a grounded analysis about the current situation of ICT application of students in developing teaching competence for Math pedagogical students at pedagogical universities at present

- Proposing a number of pedagogical solutions to exploit the application of ICT in training teaching competence for math pedagogical students at university, approaching the current career standards of high school teachers

9 The thesis structures

In addition to the Introduction, Conclusions and References, the thesis content has 3 chapters:

Chapter 1 Theoretical and practical basis

Chapter 2 Solutions to develop teaching competence for math pedagogical students

with the support of ICT in university

Chapter 3 Pedagogical experiment

Chapter 1: THEORETICAL AND PRACTICAL BASIS

1.1 Overview of the problem research history

1.1.1 Studies in the world

- Research on developing training competence for teaching mathematics

In Western countries, the concept of training math teachers is clearly formed and early The role and task of forming pedagogical skills are always a topic of interest in research topics and seminars on the field of education Many research works focus on teacher training

Entering the 70s of the twentieth century and the following years, the research works in the Soviet Union and Eastern Europe were promoted in the direction of in-depth study of

scientific labor organization - the teaching process The birth of the Teacher Training Research Department at Pedagogical School has facilitated the introduction of a series of

and communication technology" (abbreviated as ICT) began to be popularly used to reflect the trend of integration of ICT in different areas of social life, including education

The advantages as well as limitations of the research works of foreign scholars help the thesis author define the basic steps of forming skills and techniques for students in the conditions of higher education through the time and in different social regimes These are good grounds for a good reference when studying the current situation and prospects of higher education in Vietnam

1.1.2 The researches in Vietnam

- Research on training and developing competence for teaching mathematics

Until the twentieth century, the educational research results of Vietnam were still inclined to study classical theories, the research trends have only really begun from the middle of the 1990s until now When discussing teaching competence, teaching skills are considered as solutions, tricks to implement teaching method to achieve high results A number of textbooks, documents, authors have gone into the instruction of teaching skills, new teaching methods, and teaching practice skills Many authors have presented in a systematic, relatively comprehensive way to pedagogical skills in order to promote activities

of pedagogical skill training, pedagogical skills for students with better quality

- Research on ICT application in math pedagogical student training

In Vietnam, research on the applications of ICT in teaching mathematics and training

of math pedagogical students appeared from the late 1990s and early 2000s Initial studies focused on the applications of IT in teaching mathematics in high school and IT training for Math pedagogical students

According to the above studies, in the age of information explosion, higher education

in the world has been having many development opportunities, and at the same time faces many great challenges, especially the problem of solving the relationships between training scale and effectiveness, between training and scientific research, services, between needs and resources for development

By studying the situation of development research on teaching competence for pedagogical students of domestic and foreign authors related to the topic that the thesis is aiming to, the author realized, developing teaching competence for Math pedagogical students are mentioned at the general level with the general research object in the research works Application of ICT in training Mathematics pedagogical students should be continually researched and deployed In Vietnam, the evaluation perspective and the trend

of conducting research on the type of training to develop teaching competence under an innovative program to integrate with regional and world education have been implemented, but the the number of in-depth research works is not much, especially directly related to the subjects of Mathematics pedagogy at Pedagogical schools However, these research results reflect a variety of problems in developing teaching competence for math pedagogical students at pedagogical schools and make an important contribution to that development

On the basis of an overview of relevant research works, this thesis will focus on addressing the issues: systematizing the competencies needed to form in math pedagogical students based on the view of modern university education, professional standards of high school teachers in Vietnam and some developed countries, research works on teaching competence; propose pedagogical experiment and solutions to develop teaching competence for Math pedagogical students with the support of ICT

1.2 Education follows competence development approach

1.2.1 The definition of “education follows competence development approach”

Today the concept of competency is understood in many different meanings From

different approaches to the concept of competency, researchers around the world have used different competency models according to their approach:

- The model is based on the personal characteristics and behaviors of individuals

pursuing definite way "how people need to be to perform their roles";

- The model is based on the knowledge and skills that are required to pursue the identification of “what knowledge and skills people need” to perform their roles well;

- The model is based on the outcomes and output standards pursuing identifying people

"what needs to be achieved in the workplace"

Thus, competency is understood as the proficiency, the ability of an individual to perform a job Competence concept is associated with the ability to act Competence to act is

a kind of competence, but when it comes to developing competence, people also understand

it as well as developing competence for action Therefore, in the field of pedagogy, competence is also understood as the ability to perform responsibly and effectively actions, solve tasks and problems in different situations in many fields, social or individual based on knowledge, skill, trick and experience as well as willingness to act

According to the author of the thesis: Competence is also understood as the ability to perform responsibly and effectively actions, solve tasks and problems in different situations

in many fields, social or individual based on knowledge, skill, trick and experience as well

as willingness to act At the same time, these factors must be observed, measured and allowed to distinguish those who exhibit the best competency with others

1.2.2 Characteristics of training according to the competence development approach

Competence formation and development need to identify their components and structures There are many different types of competencies, and the description of structures and components of competencies is also different

From the perspective of the German pedagogist, the general structure of action competence is described as a combination of 4 component competency components: professional competency, methodological competency, social competency, individual competency The detail follows:

In the current educational program of OECD countries (Organization for Economic operation and Development), the competency model is divided into two main groups, including general competence (also called main competence, specific competence) and professional competencies (also called specialized competencies) The above competence structure model can be concretized in each different professional field On the other hand, in each career field, there are also different types of competencies For example, the

Co-competencies of teachers include the following basic groups: Teaching competency, educational competency, diagnostic and advisory competencies, professional development and school development competencies

Because of the characteristics and advantages of a competency-based approach, competency models and competency standards are identified and used as tools for the development of many educational programs, different training and development around the world

1.3 Teaching competence of Math teachers in high school

1.3.1 Mathematics competency of high school students

Math has more and more applications in life, helping people solve problems in reality in

a systematic and accurate way, contributing to the development of society Math in high school contributes to the formation and development of students' character and personality; develop key knowledge and skills and create opportunities for students to experience and apply Mathematics in real life; build a connection between mathematical ideas, between mathematics and practice, between mathematics and other subjects, especially with STEM education subjects

Teacher's competence is closely related to students' Math competency because it is the goal of Math teaching

According to the Ministry of Education and Training's 2018 General Education Program, the Mathematics Program implements interdisciplinary integration through related

content, topics or mathematical knowledge exploited and used in other subjects Making good use of the above-mentioned interdisciplinary factors has brought efficiency to all subjects, while contributing to consolidating the knowledge of Mathematics, as well as

contributing to train students the ability to apply Mathematics into practice

1.3.2 Teaching competence of Math teacher

From the perspectives and approaches on education and training based on competence,

the thesis conception: Teaching competence is to mobilize and use necessary knowledge, skills and attitudes, combined smoothly and inseparably to carry out specific teaching tasks and jobs according to set standards, under certain conditions

Professional competency standards are an important basis for teacher training institutions to develop training plans and evaluate teachers' development Occupational competencies (teaching job) are closely related to national occupational standards

- Preparation capability includes operations,

- The ability to implement a teaching plan is shown in the process of practicing teaching and education, including skills,

- The ability to use language is an ability that has important meaning,

- The ability to use teaching equipment and facilities,

- The ability for social activities inside and outside the school,

- Evaluation ability

Thus, teaching competence is a combination of many competencies and is an important competence in pedagogical competence With a process-based approach, the structure of teaching competence includes competency groups such as: teaching design competence; competence to conduct teaching; competence to test and evaluate the learning results of learners and teaching process management competence Within each group of competencies, there are many competency components For example, in the competence to prepare for teaching, there will be the competence to design lessons, the ability to prepare equipment, teaching aids, the competence to prepare equipment, materials, practical materials, etc

One of the methods that can be applied to build teaching competence framework

is DACUM (Develop A Curriculum) By describing of teachers who have extensive experience in the profession, the DACUM method allows detailed depiction of a teacher's career painting

1.3.3 Teaching competence needs to develop for Mathematics pedagogical students

1.3.3.1 Characteristics of math pedagogical students associated with the formation and development of teaching competence

Fennema and Franke's research on mathematical teachers 'knowledge and competencies has built a model for developing teachers' knowledge and teaching organization

Math pedagogical students are trained from high school who have the following basic knowledge and competencies in Math:

a) Mathematic competency includes the following core components: mathematical thinking and reasoning competency; mathematical modeling competency; mathematical problem solving competency; mathematical communication competency; competency in using mathematical tools and means

b) The main qualities and common competence at the levels appropriate to the subjects and grades specified in the overall program

c) Have basic, essential mathematical skills and knowledge; develop interdisciplinary integrated problem solving between Math and other subjects such as Physics, Chemistry, Biology, Geography, Informatics, Technology, History, Art, ; Students can experience and apply math in practice

d) Have a relatively general understanding of the usefulness of mathematics for each

of the relevant professions as a basis for career orientation, as well as have the minimum capacity to self-investigate issues related to Math throughout life

These knowledge and competencies have been expanded and developed at the university level, especially for math pedagogical students, who are capable of teaching Maths based on specialized mathematical knowledge and skills

Determining the mathematics teaching competency to form for students while still in school chair must be derived from the tasks and required teaching competency of math teachers:

- The formation and development of students' mathematical competencies from studying mathematical knowledge contents, students develop mathematical "thinking and reasoning competencies", from which "mathematical modeling" and apply" mathematical

problem solving "

Diagram of developing teaching competency for Mathematics

(Explain: Student math competency is centered; presenting the competency components specified in the general school programs; the necessary teaching competencies

to develop the skills which is outlined in )

Math teaching competency of math pedagogical students is inextricably linked to pupils' Math competency, deepened and expanded with higher levels at university level, and at the same time closely connected with teaching competency in general The above-mentioned competence components are not separated but combined with each other, support for each other into the competency of an overall and integrity nature

1.3.3.2 Proposing a teaching competency framework for Mathematics pedagogical students

Mathematics pedagogy students are the future math teachers and will generally work in high schools Even during the training process at university level, they need to form and develop teaching competency That raises the requirement for universities that have trained math teachers in finding ways so that in the process of organizing teaching and evaluating

Math teaching competency of pedagogical students

Math competency

of pupils

Mathematics Competency

Mathematics thinking and reasoning

Math modeling

Solve math problems

Math communicatio

n

Use tools and means to learn mathematics

Designing content of teaching mathematics

Logical design

to form Mathematics competency of Students

Organize Math awareness activities of students

Organize Math teaching activities

student results, they must meet the above standards and criterias In principle, Math teachers should also have the same teaching competencies as teachers who teach other subjects

Approach to teaching tasks - DACUM method:

Teaching competency structure

Based on the study of teaching competency structure (Diagrams above), models, processes, methods of developing teacher professional standards, the philosophy of DACUM methodology, from the requirements to build teaching competency framework, the relationship between the factors that make up the peculiarities of professional activities of teachers in general and teaching Math in particular, the thesis author proposes a teaching competency framework to train students whose major in Math pedagogy includes 4 competencies, 10 components, 28 indicators, these competency components for students as Table 1.2:

Table 1.2 The teaching competency framework needs training for Math pedagogical

is accurate, systematic,

rationally applying interdisciplinary knowledge to meet the goals of the general education program

1.1.1 Present the knowledge system of

Mathematics, which is related and extended with other subjects and practice

1.1.2 Describe the curriculum and distribution of Math curriculum to ensure the objectives of mathematics education

1.1.3 Identify the process of developing

mathematical competencies in teaching mathematics in high schools by the general

education program

1.1.4 Identify characteristics of teaching,

methods, means and forms of teaching mathematics in the direction of developing students' competency to meet educational

objectives 1.2 Planning

1.2.1 Find out characteristics, student

objects, facilities, resources to plan for teaching Math

Competency of testing and evaluating teaching

Competency to manage teaching

consistent with the characteristics of students and the educational

environment

1.2.2 Determine teaching objectives that meet

the requirements of the Math curriculum,

student characteristics and school facilities 1.2.3 Identify methods of teaching Math in

high schools in accordance with the

objectives and content of teaching 1.2.4 Designing content and situations in

teaching mathematics in schools to ensure the goal of competency development for

students 1.2.5 Designing Math teaching activities in

accordance with teaching objectives

1.2.6 Select and design tools, facilities and

learning cards to ensure convenience for students in the awareness process

2 COMPETENCY OF ORGANIZING MATHEMATICS TEACHING IN HIGH SCHOOL

educational goals

2.1.1 Organize the implementation of

teaching activities according to the set plan

2.1.2 Guide and manage learning activities in

class, group, ensuring the process and duration

of teaching reach the teaching objectives set out

2.1.3 Use Math teaching facilities, equipment, software to support learning and Math self-study for students effectively

expressions of Mathematics,

coherent thoughts and feelings of verbal as well as facial expressions, acts, gestures

2.2.1 Know how to use language that

contains a high density of information, accurately expresses the presentation of Mathematics, concise, ensures logical

information 2.2.2 Know how to use simple, vivid, rich

images, have intonation, clarity, expressiveness with a coherent pronunciation in which there are no mistakes

in rhetoric, grammar, and phonetics

'requirements and keep the teachers'

reputation

2.2.1 Know anticipation and resolve

situations that have occurred positive, cooperately, collaborately, facilitately, securedly and be healthy

2.2.2 Know how to deal with student

friendly and democratically

3 INSPECTION – EVALUATION COMPETENCY IN MATHEMATICS

3.1 Test – Identify methods, 3.1.1 Describing the methods, forms of

forms, testing tools

- assess the quality and competency of

students

testing and evaluation specifically in Math teaching

3.1.2 Designing questions, test exercises,

assess the level of mastery of Math knowledge and skills of students

3.1.3 Designing a plan to use questions,

exercises in tests, assessing competencies in

teaching Maths 3.1.4 Developing testing – evaluation plan

in accordance with the teaching plan and school education program

'competencies accurately, objectively and fairly to adjust teaching and educational

activities to promote students' striving for

improvement

3.2.1 Knowing the organization of examination - assessment to ensure the openness, objectivity, accuracy, comprehensiveness and fairness

3.2.2 Using means and technologies to store

and manage test and evaluation results

3.2.3 Using appropriate ways to notify

assessment results to students and other stakeholders, and use assessment results to adjust and improve teaching activities

4 COMPETENCY OF MATHEMATICS TEACHING MANAGEMENT

4.1 Manage the

implementation

process of

teaching to ensure

the teaching meets

the set goals

(2 indicators)

Mobilizing, distributing, organizing resources, managing classrooms to well implement teaching

activities

4.1.1 Knowing how to design a notebook,

tracking record and recording all comments

on characteristics, performance of students during class time

4.1.2 Knowing how to use information to

make plans, schedules, and timelines for

teaching activities 4.2 Self-test and

4.2.1 Knowing how to use student

test-assessments, comparing with identified goals to assess learning experience for teaching

4.2.2 Suggesting solutions to overcome the

limitations in each lecture From the above teaching competency framework, the thesis will study the proposal

of fostering, training and development for math pedagogical students at universities, becoming a basis for the process of organizing training activities, to train pedagogical skills and seeking pedagogical solutions to organize implementation

1.3.3.3 Evaluate the teaching competency framework of proposed Math pedagogical students

In order to determine the proposed teaching competency framework of Math

pedagogical students, the author consulted experts and teachers about the standards, criteria, and indicators of the teaching competency of Math pedagogical students in terms of easy to understand expression; conformity with practice; conformity of indicators with expression; conformity of expression with element

Survey results: Result from collecting opinions of pedagogical teachers and math teachers at high schools through questionnaires with 29 lecturers at universities, 52 math teachers and the results are as follows:

Table 1.4 Result from collecting opinions of pedagogical teachers and general

teachers on the teaching competency framework of Math pedagogical students

1 COMPETENCY OF MATHEMATICS DESIGN IN HIGH SCHOOL

of the general education program

1.1.1 Presentation of

the Mathematics knowledge system, which is related and expanded with other subjects and practices

3.64 0.902

1.1.2 Describing the

curriculum and distribution of Math to ensure the objectives of mathematics education

3.64 1.136

1.1.3 Determining the

path of developing mathematical

competence in teaching mathematics at high schools by the general

education program

3.59 1.008

1.1.4 Identifying

characteristics of teaching, methods, means and forms of teaching mathematics

in the direction of developing students' competency to meet educational objectives

1.2.1 Finding out

characteristics, student objects, facilities, resources to plan for teaching Math

3.55 0.912

objectives according to the Maths general education curriculum, suitable to the characteristics of students and the educational environment

1.2.2 Determine teaching objectives that meet the requirements

curriculum, student characteristics and

school facilities

3.45 0.852

1.2.3 Identifying methods of teaching Math in high schools in accordance with the objectives and teaching

content

3.35 0.934

1.2.4 Designing content and situations

mathematics in schools to ensure the goal of competency development for

students

3.55 1.057

1.2.5 Designing Math

teaching activities in accordance with teaching objectives

3.50 1.102

1.2.6 Selecting, designing tools, facilities, and study cards to ensure convenience for students in the awareness process

to the high school

Math teaching plan

(3 indicators)

Using methods, techniques, teaching facilities to implement Math learning and training activities of students to achieve the teaching and educational

goals

2.1.1 Organize teaching activities according to the plan

3.27 1.032

2.1.2 Instructing and

administering learning activities in class, group to ensure the teaching process and duration meet the teaching objectives set out

3.27 0.985

2.1.3 Using Math teaching aids, equipment, software to

3.27 0.703

support learning and Math self-study effectively for students

2.2.1 Language

contains large information density, accurate and concise description of

in which there are no mistakes in rhetoric,

grammar, and phonetics

'requirements and keep the teachers'

reputation

2.3.1 Anticipating and

addressing situations that have occurred positively,

cooperatively, collaboratively, smoothly, safely, and healthily

3.23 0.752

2.3.2 Dealing with students democratically and friendly

students

3.1.1 Describing the

methods, forms of testing and evaluation specifically in Math teaching

3.18 0.958

3.1.2 Designing questions, test exercises, assessing the level of mastery of Math knowledge and skills of students

3.14 0.774

3.1.3 Designing plan

to use questions, exercises in testing, assessing competencies

mathematics

3.64 0.902

3.1.4 Developing test 3.64 1.136

– assessment plan consistent with the teaching plan and school education program

để điều chỉnh hoạt động dạy học, giáo dục thúc đẩy sự phấn đấu vươn lên

3.59 1.008

3.2.2 Using facilities

and technology to store and manage test - evaluation results

3.55 0.858

3.2.3 Using appropriate

ways to notify assessment results to students and other stakeholders, using assessment results to adjust and improve teaching activities

managing classrooms to well implement teaching

activities

4.1.1 Designing books,

teaching tracking sheets and recording all comments on

characteristics, performance of students during class time

3.55 0.912

4.1.2 Using

information to make plans, schedules, and timelines for teaching

remedies

4.2.1 Using test

information - student assessments,

comparing with identified goals to assess learning experience for teaching

3.45 1.011

4.2.2 Proposing

solutions to overcome the limitations in each lecture

3.45 0.858

1.4 Process of training and assessing teaching competency of Math pedagogical students

1.4.1 The training process of teaching competency

The training process of teaching competency of pedagogical students based on the approach of the performance through specific teaching activities which is designed with 7 stages

Stage 1: Students choose the lesson

Selecting the main lesson is the period when students study materials, textbooks, looking for Math knowledge, selecting lessons

Stage 2: Teaching design (practice according to the teaching content)

Stage 3: Examining and evaluating the preparatory work (checking Math knowledge,

teaching plan, preparing teaching facilities) If passed: proceeding to the next stage, if failed: repeating stage 2;

Stage 4: Class observation to learn experience (this phase is performed many times); Stage 5: Teaching practice

Teaching practice is the stage where learners teach on hypothetical subjects, before teaching

on real subjects, so this stage only carries out the Teaching section

Stage 6: At the end of the training period, students must present lecture to check and

evaluate;

Stage 7: If passed: the learner will go to class on the real practice as planned If not,

learner continues to practice until they are proficient and well-trained The essence of phase

8 is also phase 7

The process is repeated for the next lesson

Thus, in the aforementioned general process, a stage may also be a task or a job in the occupational analysis scheme It is a sequence (Angorit) of tasks and jobs defined in a reasonable sequence, ensuring the efficiency of the training process

1.4.2 Evaluating teaching competency of Math pedagogical students

One of the most important tasks in teacher training innovation is to measure and evaluate research in both learning and performance of student

Because the learning time is limited, students still have to study many other subjects The building of teaching documents involves many contents in many pedagogical subjects, so that students can get used to the real tasks that math teacher in high school needs to perform

Many skills are required in students when teaching Assessing these skills for students

in practice is complex because of the absence of the main subject for teaching process which

is student Therefore, it is necessary to combine evaluation methods such as objective test and essay test, interview, implementation in hypothetical situations, observation, document analysis and video tapes, etc

1.5 Application of information technology in developing teaching competency for math pedagogical students at university

1.5.1 The role of information technology in teacher training at universities

In most developed countries and some developing countries, the use of IT is widespread and includes many activities that teachers can and need to participate in

A question to ask when using IT in teaching Math is: When teachers decide to use technology in teaching and how to use the software, they need to consider the content of Mathematics that they will teach, the technology they will use and the pedagogy that will be used This requires teachers to think about the importance of the relationship between content, technology and pedagogy

Example: To develop competencies “1.2.4 Designing content and situations in

teaching mathematics at school to ensure the goal of developing competency for students”

as in the case of teaching the quadratic functionin grade 10 - Math program, to develop student solving competency which can show iron chain image as mathematical situations

(Picture 1.5)

The question is:

- Under the influence of gravity, what is the shape of the iron chain? How to determine the mathematical equation that describes the shape of this chain?

- What measurements need to be taken to begin solving this problem? Is there any information that can be exploited in the picture?

- In practice, who might need this information?

- How will IT application help students learn?

Picture 1.5 The shape of an iron chain is under gravity

Lecturers can guide students to use Cabri Geometry 2 Plus or The Gemeter, Sketchpad, GeoGebra and maybe some questions are asked on the website The steps performed on GeoGebra software are as follows:

- First, the axes are moved to an appropriate position and then placed in equal proportions

- Then the picture of the iron chain is inserted as a background and dragged to the appropriate position

- Use the "points" tool to mark points along the sequence and change colors to make them clearer

Picture 1.6 Using GeoGebra software to mark the shape of the iron chain

The angle measuring tool can be used to find the angle created by the arc in the parabol center Some softwares that graphs coordinates for points on an iron chain picture