Improving the capacity of diagnosis for the students in primary education to satisfy with the requirement of renovation in teaching mathematics

Target of researching Proposal on some methods of improving the capacity of diagnosis in teachingMathematics for the students in Primary Education in order to contribute theimprovement o

MINISTRY OF EDUCATION AND TRAINING

VINH UNIVERSITY

DO VAN HUNG

IMPROVING THE CAPACITY OF DIAGNOSIS FOR THE STUDENTS

IN PRIMARY EDUCATION TO SATISFY WITH THE REQUIREMENT

OF RENOVATION IN TEACHING MATHEMATICS

Specialized: Theory and Method Teaching of Mathematics

Code No: 62.14.01.11

ABSTRACTS DISSERTATION DOCTORAL EDUCATION

NGHE AN – 2013

The work is completed at Vinh University, Nghe An Province.

The Instructor: Associate Professor, Doctor Vu Quoc Chung

More details can be found at Libraries:

1 Vietnam National Library

2 Center Information & Nguyen Thuc Hao Library, Vinh University

1 Reason for choosing the title

Nowadays, the development of knowledge development and process ofglobalization take place very strongly This process has also effect on thedevelopment of Education and Training The requirement on social developmentdemands the department of Education and Training necessary to renovate theeducational contents, a learner must change the style of studying, a teacher must

change the style of teaching, so a learner who has the capacity must act, develop

enthusiastically, independently, actively in the realistic activities

1.1 The target of Training Program on Primary Teacher is to satisfy with therequirement on renovation of Primary Education in the period of industrialization,modernization Graduate student must have the capacity of teaching not onlysatisfied with the renovating requirement of Primary Education at present, but also

it is able to research and self improvement in qualification, satisfied with therequirement of Primary Education in the next decade An orientation in renovatingthe teacher’s education and a change from the training in knowledge equipment,skills into the training in Capacity of Teaching and Education, “Training Program

of Primary Teacher’s Framework ”, in addition to the training requirement ofvocational capacity for students “Professional Standard on Primary Teacher” alsoput forward the requirement, criteria in the aspects that Primary Teacher hasachieved These are the bases allow the pedagogy college to build the strategy,training target, improve the Primary Teacher to satisfy with the targets of PrimaryEducation in each period

1.2 In order to satisfy with the requirement of teaching mathematics in PrimaryLevel, Primary Teacher must have the capacity of specialty and capacity ofprofession A lot of scientists refer to the capacity of teaching has defined thecapacity of anticipation is a capacity in an important role At a seminar “Improving

on the training quality of Primary Teacher”, the authors called Nguyen Tri, VuQuoc Chung, Nguyen Huu Dung engage in discussion on construction “PrimaryTeacher’s Training Program” propose that is necessary to take form, improve somebasic capacity of teaching, in which including the capacity of diagnosis is a capacityhas an important role As there is a proposal, “Preferred issues are to improve theeducational quality”, author called Nguyen Huu Chau puts forward a basic capacity

of teacher, it is necessary to have the capacity of diagnosis (Capacity of discoveringand realizing enough, accurately, timely on the development of pupils, therequirement necessary to educate by the pupil) Author called Tran Ba Hoanh aspresenting “Capacity groups of teacher” also defines the capacity of diagnosis onthe requirement and features of teaching person is “…In the style of teaching

“focused on the pupils and activity of learning” requires the respect of benefits,requirement of pupil and implement to teach the division this capacity is necessary

to express…….Only when grasping through the objects, a teacher is able to controlthe process of teaching efficiently… ” In other words, teaching Mathematics inPrimary Level is also different from the other levels of school due to that: object ofteaching known as the pupils at the age of beginning the formation and quickdevelopment, variety in intelligence, character; a development in realization, therequirement on studying mathematics unequally; teaching contents though theprimary mathematical knowledge, simple but not mean the preparation for buildingthe mathematical knowledge in the following knowledge; …To satisfy with therequirement of teaching, carrying out successfully the task of teaching, it isnecessary to have the capacity of diagnosis penetrated in the internal world of pupil,understand the features of personality and realization of pupils, realizing theoccurrence of thoughts, sympathy, psychology of pupils is a key capacity

1.3 In fact, each of University students will teach in many years, many classes,

in that time it is possible to change the contents methods of teaching Mathematics

Therefore, a problem is put forward the Teacher should know what; it is possible to

do what? In order for teaching is satisfied with the request of expectation as there is

a change in teaching mathematics in primary school In other words, teaching atpresent requires the teaching which is not only to communicate knowledge, but isnecessary to organize the activities of looking for, argument, “encouragement”,understanding, suggesting the thought and instructing the pupils to overcome thedifficulties, challenges in studying However, there are not few teachers who teachMathematics in Primary School still show their restrictions (embarrassed, lack ofself confidence, less decisive, less active, creative) as resolving the situations occurdue to carry out the activities in estimation well in teaching This thing togetherwith the fact research in training, improving the Primary Teacher show that process

of training has a lot of deficiency, inadequate, without supplying with the teachingstaff has enough capacity correspondently with the requirement and tasks in a newstage These restrictions, insufficiency are because of reasons, in which there is aformation, improvement of teaching ability Therefore, it is necessary to improvethe students on the capacity of diagnosis in teaching mathematics and othercapacities, so it is not only satisfied with the requirement of teaching at present, butalso there is a modification, renewal on the targets, contents and methods ofteaching mathematics in future

1.4 It is not currently colleges of pedagogy, scientists just look after theformation and improvement of teaching ability in Mathematics for the students, butthere are a lot of researching works in improvement according to every aspect,levels, different facet However, until now there is not any private researching work

on the formation and improvement of estimated capacity in teaching mathematics atprimary level for the students.

From the reasons said above, it is possible to mention on the researching issues madeand improving the capacity of diagnosis in teaching mathematics for the students that is

necessary, urgently Therefore, the author chose the title of thesis: “Improving the capacity

of diagnosis for the students in Primary Education to satisfy with the requirement of

renovation in teaching Mathematics”.

2 Target of researching

Proposal on some methods of improving the capacity of diagnosis in teachingMathematics for the students in Primary Education in order to contribute theimprovement of teaching ability in order to satisfy with the requirement of teaching

at present and when there is a change on the target, contents, method of teachingMathematics in Primary Level

3 Scope of researching

Proposal on some methods of improving the capacity of diagnosis in teachingMathematics at primary level for the students throughout teaching Mathematics atbasic level, method of teaching Mathematics at the primary level, regularlypedagogy professional practice in the pedagogy college and pedagogy organizationfor practice, pedagogy practice The research on certifying the knowledge sources,skills, existent experiences of pupils at each time and resolving the expression ofspecific limitation on the knowledge of pupils in fact to teach Mathematics in theprimary school not in the scope of researching this title, due to the fact that Student

in Primary Education does not really teach in class and less condition in learningabout the teaching fact in primary school

4 Tasks of researching

Making clear about the conception of estimating, capacity of diagnosis inteaching Mathematics, role in estimation, capacity of diagnosis in teaching, showingthe capacity of diagnosis in teaching Mathematics

Presenting on the basis of formation and element of promoting the development in thecapacity of diagnosis in teaching Mathematics

Generalizing on the fact situation in setting up, improving the capacity ofdiagnosis teaching Mathematics for the students at some pedagogic collegescurrently

Defining the requirements on improving to satisfy with capacity of diagnosis inteaching Mathematics basically, method of teaching Mathematics, …at thepedagogic college

Suggesting some methods of improving the capacity of diagnosis in teachingMathematics for the students in Primary Education

Testing the practicability, efficiency at the first step to carry out the method ofimproving the capacity of diagnosis in teaching Mathematics as mentioned.

5 Method of researching

In order to carry out the project title, the author has used the methods ofresearching: argument researching, survey, investigating, researching the cases,pedagogy experiment

6 Scientific assumption of the thesis

If the organization of comprehensively implementation to the methods ofimproving the capacity of diagnosis in teaching Mathematics for students in thebranch of primary education according to the proposal in the thesis, it willcontribute to improve the quality, efficiency on training the primary teacher,overcome the restriction, inadequacy when teaching Mathematics by the PrimaryTeacher, satisfied with the request on teaching Mathematics

7 Contributions of the thesis

Extra contribution in teaching arguments at the University in the sphere ofarguments on the formation and improvement in the capacity of teaching for thestudents, specifically on the development of teaching ability to the students inprimary education

Generalization in the fact situation of the formation and improvement in thecapacity of teaching the students in primary education currently in the pedagogycolleges

Proposal on the some methods of improving the capacity of teaching to thestudents in primary education satisfied with the request on teaching renovation onMathematics

8 Theoretical points raised on protection

The way of conception about the estimation, the capacity of diagnosis inteaching Mathematics as a Thesis with the significance for arguments and practice

in training the primary teachers

The formation and improvement on the capacity of diagnosis for the students is

an important training target in training the primary teacher in currently pedagogycolleges

Methods of proposal on carrying out the improvement of diagnosis capacity inteaching Mathematics for the students in primary education feasibly and efficiently

Chapter 2: Some methods of improving the capacity of diagnosis in teachingMathematics in Primary School for the students

Chapter 3: Pedagogy Experiment

Chapter 1: SOME BASES ON ARGUMENTS AND PRACTICE IN

EDUCATION

1.1 Capacity, Capacity of diagnosis in teaching Mathematics

In this section, Thesis has put forward a way of conception and made clear aboutthe concepts of diagnosis, capacity of diagnosis in teaching Mathematics

1.1.1 Conception on capacity of teaching Mathematics

Term of diagnosis is used popularly in medicine and psychology; recently it is used inthe occupations, field of: economy, technique, military, education…, and any occupation inlife, prior to make a decision or carry out such a thing (whether big or small, important or

less important), in thought people carried out the activities of diagnosis at a certain level (if

diagnosis is correct, the opportunity of success is high).

According to Vietnamese dictionary, Diagnosis is to define the disease based on the

symptoms and results of testing According to the pronoun in Vietnamese, Diagnosis is to search, remarks on the symptoms of disease by the means of hearing, looking at, acquiring, feeling pulse, and then decisive on the cause of disease mechanism and cure According to

the conception of diagnosis in psychology, Diagnosis consists of the collection of all

documents, information possible to achieve in practice, survey, explanation about the results of researching, testing, after that conclusion is final and estimated

It is possible to understand broader, diagnosis on a thing; event is to look for,

considerate, find out, judge, is a classification of characteristics and cause Diagnosis is

often used to find out the connection between the cause and results or definition of cause is the symptom, problem and solution to the symptom, problem.

From the explanation about the term of diagnosis and conception of diagnosis as above,

Thesis provides the conception: Diagnosis in teaching Mathematics is a process of income

activity and dealing with the information on technique, skills and experiences of pupils at

a certain time in relation to the contents of teaching, estimating the situation, capacity of occurrence in teaching process and put forward the way of solution, the way of teaching suitable to every cases, ability to happen according to the prediction in order to achieve the target in teaching Mathematics.

Therefore, Diagnosis in teaching Mathematics consists of supporting activities: Activity

1, Income and dealing with the information concerned with the contents of teaching (target,

content, condition on teaching, characteristics of thought and requirement on knowledge of

pupils); Activity 2, Prediction in the situations, the ability to take place in teaching

(difficulties, problems, mistakes of pupils, … and causes, ability to mobilize, apply with

technique, skills of pupils ); Activity 3, Putting forward the method of resolving, the method

of teaching suitable to every situation, the capacity of occurrence.

Attention, Diagnosis in teaching Mathematics that is not stopped by the teacher looks

for and collects to deal with the information certified the existence on the knowledge of pupils at a certain time that consists of the development of implicit problems, prediction on the ability to take place, tend to the development of knowledge of pupils, from which there is any action, expedient on resolving in accordance with every cases However, the contents

of researching to resolve in the Thesis is not to put forward the request on the students mustdefine accurately, full of technical source, skills in Mathematics and experiences inexistence of each pupil at a certain time, because as we know in fact the student does notupgrade the class

From the activities of component, Thesis on explanatory, definition on the mainexperiences that student must have as the implementation to the diagnosis in teachingMathematics in primary and make clear about the relationship between diagnosis andprediction (judge) Thesis on putting forward 2 examples of explanation about everyactivities in order to make clear about the conception in activities of diagnosis in teachingMathematics at primary level For example 1.1: Diagnosis as teaching the pupils in class 4

in the types of exercise: “Symbol of division into 2” (or 5;9;3) [Mathematics 4; page 94-99].For example 1.2: Diagnosis as guidance on the 4th grade pupil to key to the 5th gradeMathematics in [Mathematics 4, page 99]

1.1.2 Capacity of diagnosis in teaching Mathematics

Vocational capacity is referred in the different aspects in the works of researching on theimprovement for the capacity to the student, but till now rectangular there is not still authorswho make a decision on the official definition Some scientists think that capacity ofvocation is a correspondence between the features of psychology of each person with therequirements of vocational skills, the capacity of vocation is mainly formed throughouttraining and in the process of occupational activities Each of lines, each of different sectorsdemands it is necessary to have the core capacity and differentiate capacity suitable to therequirement of that lines, sector

Capacity of teaching is shown in the capacity of organizing the implementation to theactivities of teaching to obtain the target in quality, high efficiency Capacity of teaching isthe general capacity of many types of capacity, mainly formed from the source ofknowledge, skills equipped with the experience in teaching, as the product of training andpractical process

As referred on the problem of formation, improvement on some capacity of diagnosis tothe teaching staff in the current periods, some authors have defined on the capacity ofdiagnosis has an important role in teaching, it is necessary to form, improve the teachers, butalso the conception has not been raised on the capacity of diagnosis and like how is

diagnosis, capacity of diagnosis in teaching The author called Nguyen Huu Chau showedthat capacity of diagnosis is the capacity is found out and realized full, exactly, timely on thedevelopment of pupil, the requirement on the necessity to be educated by the pupil In here,the author thinks that capacity of diagnosis is only the capacity in relation to find out , realize

on the development , requirement on education of pupils without putting forward theproblems to find out the shortcomings, deviation and cause of them in order to find how toresolve, overcome

From the conception of capacity as above, thesis puts forward the conception: Capacity

of diagnosis in teaching Mathematics of students in Primary Education understood as the correspondence between the psychological features of each student to the requests of skills in carrying out the diagnosis in teaching Mathematics and showed on the correct diagnosis on the situation, capacity of appearance n the activity process of teaching Mathematics in primary school

From the conception on the capacity of diagnosis in teaching Mathematics for thestudents as above, Thesis analyzes on defining the basics features of diagnosis capacity,capacities to develop the capacity of diagnosis and giving 03 examples of explaining aboutthe activities of diagnosis, formation of diagnosis capacity for the students throughoutteaching some contents For example 1.3, practicing the students to carry out the diagnosis

as teaching on the contents of Formation of natural figures, For example 1.4: Practicing the students to carry out the diagnosis as teaching the contents The elements of geometry and

For example 1.5 : Practicing the students to carry out the diagnosis as teaching the lesson

“Area of Triangle” [Mathematics 5, page: 87]

1.2 Role pf diagnosis, capacity of diagnosis in the function of teaching operation

Thesis is to make clear about an important role, realistic application of activities indiagnosis, capacity of diagnosis in teaching and giving 02 examples of explaining about thenecessity to carry out the diagnosis and it is necessary to have the capacity of diagnosis inteaching Mathematics at primary level, For example 1.6: Organizing the students to acquireabout the necessity of diagnosis in and necessity of diagnosis activities in teaching and

making a plan to teach the lessons Plus two the fractions different from the denominator in

[Mathematics 4; page 127] For example 1.7: Practicing the students to carry out the actives

in teaching the 5th grade pupils who are excellent, good to find out how to solve themathematical exercises “ It is assumed that triangle called ABC has the angle of A squaredand length of the side of AB is 3 cm, AC is 4 cm Please calculating the area of square withthe side equal to the side of BC “This mathematical exercise with the knowledge, skills inthe possession of students are not difficult, because of only using the Pythagorean Theorem

to calculate the side of BC immediately, from which it is possible to find out the area ofsquare with its side of BC But the pupils of 5th grade pupils do not study aboutPythagorean Theorem, so the pupils can not calculate the side of BC directly In order to

instruct the pupils who find out how to solve this mathematical exercise by the meanscorrespondent with the pupils, the student must carry out the activity of diagnosis

1.3 Some of popular manifestations in the capacity of diagnosis on teaching Mathematics

On the basis of question list on reference for the opinion of some lecturers and primaryteachers to realize on the manifestation of diagnostic capacity in teaching Mathematics,Thesis provides 10 popular manifestations on the diagnostic capacity of students in teachingMathematics

1.4 Levels of diagnostic capacity in teaching Mathematics in primary school of students

Based on the manifestations of student (knowledge, activeness, independence, fluency,complexity, in own power as carrying out the activity of diagnosis) Thesis puts forward 5levels of diagnostic capacity in teaching Mathematics of the students

1.5 Some bases of taking form and element to promote the development of diagnostic capacity in teaching Mathematics in Primary School

1.5.1 Bases of taking form the diagnostic capacity in teaching Mathematics

1.5.2.1 Knowledge and skills of mathematics

(1) Theoretical basis of set, mathematical logics

(2) Some structures of basic algebra, figure sets

(3) Basis of mathematics to take shape of mathematics at primary level

1.5.2.2 Knowledge and skills, method of teaching

1.5.2.3 Knowledge of psychology, education

1.6.1 Fact situation in knowledge and the exploration in training and activity of diagnosis in teaching Mathematics for the students

1) Knowledge of lecturer on the conception of diagnostic activities in teaching

2) Knowledge of primary teachers and students in the diagnostic activities in teaching

3) Knowledge of lecturer on the exploration and organization for the student to carry out the activities of diagnosis in teaching

4) Knowledge of students in the execution of diagnostic activities in teaching

1.6.2 Fact situation in improving the capacity of diagnosis by means of teaching Elementary Mathematics, methods of teaching Mathematics at primary school

1.6.3 Fact situation in improving the capacity of diagnosis for the students by means of training the pedagogic staff regularly in Pedagogic College and organize the pedagogic visit, pedagogic practice in the primary school

Conclusion of chapter 1: Thesis has shown and made clear on:

1) Conception of diagnosis in teaching Mathematics is a process of activity in collectingand dealing with the information on knowledge, skills and existent experiences of pupils

at a certain time in relation to the contents of teaching, predicting the situations,capacities, it is possible to concern with the contents of teaching, predict the situations,the methods of teaching correspondently in every situation, the ability to occur according

to the estimation as so to gain the targets in teaching Mathematics

2) Conception of diagnosis in teaching Mathematics by the students in the branch ofprimary education understood as an approximate between the psychological features ofeach student with the requirements of sills in carrying out the diagnosis in teachingMathematics and shown by the means of carrying out the situation correctly, the ability

to appear in the process of teaching activity in Mathematics in primary school

3) The role of diagnostic activity and capacity of diagnosis in teaching Mathematics atprimary school is very important, necessary, bringing a lot of values, really necessary toput forward the verdict as solving the problems arisen in teaching Correct diagnosissupports for the teacher to realize the demand on pupil’s knowledge, it is estimated thatability to take place in teaching and from which to put forward the methods of solutionaccordingly, it is necessary to be active in the process of organizing the academicactivities of studying by the pupils

4) The popular manifestations on the capacity of diagnosis in teaching Mathematics for thestudents who will collect rightly the information relevant to the contents of teaching,relizing correctly on the knowledge, sills that pupils need to prepare for thecomprehension of new knowledge, sills, realizing the capacity of practice, applicationwith knowledge, skills and experience of each pupil; realizing correctly on therequirement of mathematical knowledge of pupils; it is anticipated correctly to the faultand cause leading to the fault; predicting the knowledge that pupil can study by himself

prior to the organize the teaching correctly with the situations and capacity to occuraccording to the estimation

5) The basis of taking form, development of diagnostic capacity in teaching Mathematicsfor the students is to constitute an element from genetic inborn materials, still mainlyestablished, developed through out the training in pedagogic and teaching process,Comply with dialectical philosophy law, therefore it is required to equipknowledge and skill on Maths and Maths teaching method Factors to boostdeveloping diagnosis capacity in teaching Math includes a integration of manyfactors with mutual interactive relationship and movement as a whole (system ofskills and knowledge on Maths and teaching activities, education operations).6) Thesis reported several initial survey results on current status of organizing,performing and improving diagnosis capacity for Students through basic Mathsteaching, Maths teaching method in primary school, regular pedagogy professiontraining and organizing for the student to listen in and practice in teaching

Chapter 2: SEVERAL METHODS OF IMPROVING DIAGNOSIS CAPACITY IN MATHS TEACHING IN PRIMARY SCHOOL FOR STUDENTS

2.1 Orientation to build improving measurement of diagnosis capacity in teaching Math in primary level for students: Thesis provides 4 main orientations.

2.1.1 Orientation 1: Respect Training program contents of specialty and principles

of subject teaching

2.1.2 Orientation 2: Fit level, need and interest in acquisition of the students.

2.1.3 Orientation 3: Organize and guide the students to primarily study,

self-educate

2.1.4 Orientation 4: Fit practical conditions of teaching.

2.2 Teaching Maths in primary school

In this section, the thesis shall report feature, structure and content of teachingtraining program, teaching target, some importance in teachings, etc under each line

of knowledge in each school level Due to perform training diagnosis capacity inteaching Maths in primary school, it is not impossible for the students to study tomaster these contents to apply when performing diagnosis operation in teachingMaths in primary level

2.2.1 Features, structures and contents of Maths program in primary level

2.2.2 Teaching target in primary Maths

2.2.3 Some attentions in teaching primary Maths

2.3 Several improving requirements meet diagnosis capacity in teaching Maths

In this section, the Thesis determines several required improving contents forstudents during training primary teacher in pedagogy school based on popularmanifestations of diagnosis capacity in teaching Maths in primary school (section1.3) and several official elements boost development of diagnosis capacity inteaching Maths in primary school (section 1.5.2):

1) Enhance cognition on diagnosis activity, diagnosis capacity in teaching andreinforce training skills of performing diagnosis activities for students

2) Improve knowledge and skills in Maths and reinforce to train some deductionskills as basis to implement diagnosis activity

3) Improve knowledge and skills in Maths teaching method in primary school asbasis for students to implement the teaching activity

4) Improve knowledge and skills in practice Maths explanation in primary level

as basis for students to train skills to implement diagnosis activity

2.4 Measurement of improving diagnosis capacity for students in teaching Maths in primary level

2.4.1 Measurement 1: Enhance cognition on diagnostic activity, diagnosis

capacity in Maths teaching and guide procedure of implementing diagnosis inteaching Maths

2.4.1.1 Scientific basis of measurement: From actual status of limitation on

cognition of students, the most effective way in improving diagnosis capacity inteaching Maths for students is to help students cognitive duly and find necessary,importance of diagnosis, diagnosis capacity in teaching, master the implementingprocedure and several skills of diagnosis implementing in teaching, then seft-cognitive, active and positive in diagnosis implementing in Maths teaching and step

by step to seft-improve and enhance diagnosis capacity in doing this

2.4.1.2 Purpose of measurement: Make students understand diagnosis activity and

diagnosis capacity in teaching, cognize meaning, importance and practicalrequirements that require teacher to have diagnosis capacity when teaching primaryMaths for students, because Simultaneously, it must help students master procedure

of diagnosis implementing, have seft-cognitive, active and positive habit diagnosisimplementing in Maths teaching and step by step to seft-improve and enhancediagnosis capacity in doing this

2.4.1.3 Measurement of implementing: It is impossible to have a private subject to

form and improve diagnosis capacity in teaching Maths for students, becausediagnosis must be mounted to specific objects in specific environment andcircumstance Therefore as teaching basic Maths, Math teaching method in primarylevel, teachers must pay attention to composition, mainstream improvement ofdiagnosis for students:

a) Enhance cognition in diagnosis and diagnosis capacity in teaching: When

teaching, it is required to make student have duly cognition in diagnosis activity inteaching, find necessary and importance of diagnosis capacity in teaching ( it isnecessary to provide situation to make students implement correctly diagnosis).After that, student shall have awareness of being self-conscious, active to traindiagnosis activity in teaching

b) Guide students on procedure of diagnosing in teaching:

(1) Organize to train students to search, collect and process information related

c) Train students several skills to implement diagnosis in teaching Maths:

When teaching basic Maths, Maths teaching method in primary level must beregularly exploited teaching content, looked for the way to give suitable question tointegrate, mainstream, train students to implement diagnosis activity in teachingMaths through questioning Simultaneously, when organizing for students toimplement diagnosis any teaching content, at first, it must be necessary to letstudents self-implement operate diagnosis; provide diagnosis result depending ondiagnosis capacity of each student Next, student organizes for students to discuss ingroup to find extra new problems, supplement the contents in shortage in diagnosisresults Finally, teacher gives comments, assessment, supplement of shortedcontent, repairing of defective contents in diagnosis result of students several mainquestions:

1) Which the knowledge and skills in Maths teaching does teaching contentinclude (contain)? (Mean what teaching?)

2) Which are the knowledge and skills in Maths related to this content teaching?(Determine relation between new knowledge and skills and learned knowledge andskills)

3) Which specific knowledge and skills ( on knowledge, skills and attitude) dostudents need to obtain after this lesson?

4) To comprehend full of knowledge and skills of lesson, Which specificknowledge and skills should student prepare? Which the knowledge and skills havestudent learned?

5) Which the knowledge and skills in Maths can be exploited to develop, extendfor students during lesson and after lesson?