What are binomial cube formulas? What are regulations on evaluation of educational outcomes in general education mathematics in Vietnam?

What are binomial cube formulas?

A binomial cube identity consists of special transformation formulas related to expressions in the form of a sum or difference cubed. These are commonly used to simplify expressions or solve equations.

Note: Information is for reference only./.

What are binomial cube formulas? What are regulations on evaluation of educational outcomes in general education mathematics in Vietnam?​ (Image from the Internet)

What is the duration of the Mathematics curriculum at various grade levels in Vietnam?

Based on subsection 2 of Section 8 of the General Education Curriculum for Mathematics promulgated with Circular 32/2018/TT-BGDDT, the duration of the program in various classes is as follows:

At the upper secondary schooll level, each class has an additional 35 periods/year for elective study topics.

How to form and develop essential student qualities while learning Mathematics in Vietnam?

Based on Section 6 of the General Education Curriculum for Mathematics promulgated with Circular 32/2018/TT-BGDDT, through the organization of learning activities, Mathematics contributes alongside other subjects and educational activities in training students in honesty, love of labor, a sense of responsibility, awareness of completing academic tasks; fostering self-confidence, enthusiasm for learning, habits of reading and an awareness of exploration and scientific discovery.

What are regulations on evaluation of educational outcomes in general education mathematics in Vietnam?

Based on Section 7 of the General Education Curriculum for Mathematics promulgated with Circular 32/2018/TT-BGDDT:

- The objective of evaluating educational outcomes in Mathematics is to provide accurate, promptly, and valuable information on the development of students' abilities and progress based on the requirements in each grade, educational level;

Adjust teaching activities, ensure the progress of individual students and improve the quality of Mathematics education in particular and the quality of education in general.

- Apply a combination of many forms of evaluation (process evaluation, periodic evaluation), various evaluation methods (observation, recording of implementation processes, oral questioning, objective tests, written examinations, practical exercises, educational projects/products, execution of practical tasks,...) and at appropriate times.

- Process evaluation (or continuous evaluation) is organized by the subject teacher, combined with evaluations from teachers of other subjects, self-evaluations by the students being assessed, and evaluations by other students in the group, class, or students' parents.

Process evaluation accompanies the learning activities of students, avoiding separation between teaching and evaluation processes, ensuring the evaluation goal promotes progress in students' learning.

- Periodic evaluation (or summative evaluation) primarily aims to assess the achievement of learning objectives.

Periodic and summative evaluation results are used to certify educational levels, recognize students' achievements.

Periodic evaluation is organized by the educational institution or through national examinations and assessments.

- Periodic evaluation is also used to manage teaching activities, ensuring quality at the educational institution and serving the development of the Mathematics curriculum.

- Evaluate students' capabilities through evidence reflecting results achieved during their actions.

The evaluation process includes basic steps such as: define the evaluation objective; determine necessary evidence; select appropriate assessment methods and tools; collect evidence; interpret evidence and provide feedback.

- Pay special attention to selecting methods and tools to evaluate the components of mathematical competency. To be specific:

+ Evaluate the ability to think and reason mathematically: certain methods and tools such as questions (oral, written), exercises,... that require students to present, compare, analyze, aggregate, systematize knowledge should be used;

Must apply mathematical knowledge to explain and argue.

+ Evaluate the ability to model mathematically: select practical situations that present mathematical problems.

Thereby requiring students to identify the mathematical model (including formulas, equations, tables, graphs,...) for the situation appearing in the practical problem;

Resolve mathematical issues in the established model; demonstrate and evaluate the solution in a practical context and improve the model if the solution method is unsuitable.

+ Evaluate the ability to solve mathematical problems: methods such as requiring learners to recognize situations, identify and present problems to be solved can be used;

Describe, explain initial information, objectives, desires of the situation under consideration; collect, select, arrange information, and connect with existing knowledge;

Use questions (which may require oral or written responses) that demand learners apply knowledge to solve problems, especially practical ones; use observation methods (such as checklists according to established criteria), observe learners during the problem-solving process;

Evaluate through learners' practical products (such as products of learning projects); pay reasonable attention to evaluation tasks that are integrative.

+ Evaluate mathematical communication skills: methods such as requiring learners to listen, understand, read, comprehend, note (summarize), analyze, choose, extract basic, core mathematical information in spoken or written text can be used;

Apply mathematical language combined with conventional language when presenting, expressing, questioning, discussing, debating mathematical content, ideas, solutions in interaction with others.

+ Evaluate the ability to use tools and means to study mathematics: methods such as requiring learners to recognize names, usage, usage standards, maintenance methods, advantages, and limitations of mathematical tools and means can be used;

Present the (correct) use of tools and means to perform academic tasks or to convey mathematical reasoning and proofs.

When teachers plan lessons, it is necessary to establish assessment criteria and methods to ensure that by the end of each lesson, students achieve the basic requirements based on the specified criteria before proceeding to subsequent learning activities.