Vietnam: What are the minimum requirements for teaching methods for Mathematics in the Literacy Elimination Program?

What are the regulations on teaching methods for Mathematics in the Illiteracy Eradication Program to form and develop the qualities of learners in Vietnam?

The teaching methods for Mathematics in the Illiteracy Eradication Program must meet the minimum requirements regarding the forming and development of qualities; general competencies; computational, linguistic competencies, and other specific competencies; and suitability for older adults.

Under Part 2 of the Illiteracy Eradication Program issued alongside Circular 33/2021/TT-BGDDT, the teaching methods for the Mathematics in the Illiteracy Eradication Program must meet the following minimum requirements for forming and developing the qualities of learners:

Through the organization of learning activities, the Mathematics subject contributes alongside other subjects and educational activities to help learners cultivate honesty, a love for work, a sense of responsibility, and an awareness of completing their learning tasks.

Additionally, it fosters learners' confidence, enthusiasm for learning, the habit of reading, and curiosity and exploration of science.

What are the minimum requirements for teaching methods for Mathematics in the Literacy Elimination Program in Vietnam? (Image from the Internet)

What are the requirements for teaching methods of the Literacy Elimination Program to develop the computational capability of learners in Vietnam?

Under Part 2 of the Illiteracy Eradication Program issued alongside Circular 33/2021/TT-BGDDT, to develop the computational capability of learners, the teaching methods of the Literacy Elimination Program must meet the following requirements:

[1] The Mathematics subject, with its predominant advantages, offers many opportunities to develop computational skills by providing mathematical knowledge, training calculation skills and estimation, while helping to form and develop elements of mathematical capability (thinking and reasoning capability, modeling capability, problem-solving capability, communication capability, and the capability to use tools and resources in learning mathematics).

[2] The Mathematics subject contributes to the development of linguistic skills through the practice of reading comprehension, explanation, analysis, and evaluation of mathematically significant situations, utilizing mathematical language combined with ordinary language to present, express, and convey mathematical content, ideas, and solutions.

[3] The Mathematics subject contributes to the development of information technology skills through the use of IT and communication tools as supportive means in learning and self-study, creating an experiential learning environment.

[4] The Mathematics subject contributes to the development of aesthetic abilities by familiarizing learners with the history of mathematics, the biographies of mathematicians, and through the recognition of the beauty of mathematics in the natural world.

Do teaching methods for Mathematics in the Literacy Elimination Program meet the requirements for specific characteristics for older adults in Vietnam?

Under Part 2 of the Illiteracy Eradication Program issued alongside Circular 33/2021/TT-BGDDT, the teaching method for Mathematics in the Illiteracy Eradication Program must meet the minimum requirements for forming and developing specific characteristics for older adults as follows:

- The teaching method for the Mathematics subject should align with the cognitive process of learners, particularly older adults (moving from concrete to abstract, from easy to difficult, from practical experience to unifying mathematical knowledge); align with the labor and production activities that learners have experienced and are experiencing; emphasize the coherence between practical experience and related mathematical knowledge, rather than strictly adhering to the logic of mathematical science, leveraging learners’ previous experiences and experiences to the maximum extent.

- Adhering to the spirit of "taking learners' experiences as the basis for teaching related mathematical knowledge," promoting active, voluntary, and self-respectful attitudes in learners; motivating and understanding the different circumstances of learners who both work and study; encouraging the dedication, enthusiasm, and guidance of teachers.

- Flexibly applying positive teaching methods and techniques; creatively integrating and applying traditional teaching methods and techniques; combining teaching activities with motivating learners; evoking the learners' self-respect; valuing learners' experiences linked to relevant mathematical knowledge; teaching mathematics to directly serve labor, production, and everyday activities.

- Using sufficient and effective minimum teaching aids and equipment as per regulations for the Mathematics subject, utilizing surrounding physical facilities to support teaching aids; enabling the use of homemade teaching aids suitable for learning content and learner characteristics; enhancing the use of IT and modern teaching aids in an appropriate and effective manner.