What are regulations on implementation of Mathematics curriculum according to the 2018 General Education Program in the 2024-2025 academic year in Vietnam?

What are regulations on implementation of Mathematics curriculum according to the 2018 General Education Program in the 2024-2025 academic year in Vietnam?

The 2018 General Education Curriculum for Mathematics for the 2024-2025 school year is issued along with Circular 32/2018/TT-BGDDT.

Based on the provisions of Article 2 of Circular 32/2018/TT-BGDDT, the implementation schedule is stipulated as follows:

The general education curriculum is implemented according to the following schedule:

1. From the 2020-2021 school year for Grade 1.

2. From the 2021-2022 school year for Grade 2 and Grade 6.

3. From the 2022-2023 school year for Grade 3, Grade 7, and Grade 10.

4. From the 2023-2024 school year for Grade 4, Grade 8, and Grade 11.

5. From the 2024-2025 school year for Grade 5, Grade 9, and Grade 12.

Based on Section 1 of the Mathematics Curriculum issued along with Circular 32/2018/TT-BGDDT:

FEATURES OF THE SUBJECT

Mathematics has increasing applications in life; basic mathematical knowledge and skills help people systematically and accurately solve real-life problems, thereby contributing to societal development.

Mathematics in schools contributes to forming and developing essential qualities, general and mathematical capabilities in students; enhancing key knowledge and skills, and providing opportunities for students to experience and apply mathematics in practice; creating connections between mathematical ideas, between mathematics and practice, and between mathematics and other subjects and educational activities, especially with Science, Natural Science, Physics, Chemistry, Biology, Technology, and Informatics to implement STEM education.

The content of mathematics is often logical, abstract, and generalized. Therefore, to understand and learn mathematics, the school mathematics curriculum must balance between “learning” knowledge and “applying” knowledge to solve specific problems.

In the process of learning and applying mathematics, students always have the opportunity to use technological means and modern teaching equipment, especially electronic and handheld calculators, to support the process of representation, exploration, and problem-solving in mathematics.

In the general education curriculum, mathematics is a compulsory subject from Grade 1 to Grade 12. The educational content of mathematics is divided into two stages:

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The 2018 General Education Curriculum for Mathematics applies to students from Grade 1 to Grade 12 for the 2024-2025 school year.

What are regulations on implementation of Mathematics curriculum according to the 2018 General Education Program in the 2024-2025 academic year in Vietnam? (Image from the Internet)

What mathematical competencies does the 2018 General Education Curriculum for Mathematics help students in Vietnam develop?

In Section 3 of the Mathematics Curriculum issued along with Circular 32/2018/TT-BGDDT:

Overall Objectives

The Mathematics curriculum helps students achieve the following primary objectives:

a) Form and develop mathematical competence, including the following core components: the ability to think and reason mathematically; the ability to model mathematically; the ability to solve mathematical problems; the ability to communicate mathematically; the ability to use tools and means for learning mathematics.

b) Contribute to forming and developing essential qualities and general capabilities in students according to the levels suitable for the subject and grade as prescribed in the overall program.

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According to the above provisions, the objective of the Mathematics subject in the general education curriculum is to develop mathematical competencies including the following core components:

- The ability to think and reason mathematically;

- The ability to model mathematically;

- The ability to solve mathematical problems;

- The ability to communicate mathematically;

- The ability to use tools and means for learning mathematics.

What are core contents of the 2018 General Education Curriculum for Mathematics in Vietnam?

Based on Subsection 1, Section 5 of the Mathematics Curriculum issued along with Circular 32/2018/TT-BGDDT, the content of Mathematics is integrated around three knowledge strands:

Numbers, Algebra, and Some Aspects of Analysis; Geometry and Measurement; Statistics and Probability.

Numbers, Algebra, and Some Aspects of Analysis form the basis for all further mathematical studies, aiming to create mathematical tools to solve mathematical and related scientific field problems; enabling students to deduce reasoning, contributing to the development of logical thinking, mathematical creativity, and the ability to use algorithms.

Functions also serve as an important tool for constructing mathematical models of processes and phenomena in the real world.

Geometry and Measurement are critical components of mathematical education, essential for students in acquiring spatial knowledge and developing practical skills.

Geometry and Measurement provide tools to describe objects and entities in the surrounding world, giving students fundamental mathematical knowledge and skills about Geometry and Measurement (with commonly used measurements), and enabling students to reason, prove mathematically, thereby contributing to the development of logical thinking, mathematical creativity, spatial imagination, and intuitive thinking.

Additionally, Geometry contributes to aesthetic education and the enhancement of mathematical culture for students.

Linking Measurement and Geometry will enhance the intuitive and practical aspects of teaching Mathematics.

Statistics and Probability are mandatory components of school mathematical education, enhancing the applicability and practical value of mathematical education.

Statistics and Probability equip students with the ability to recognize and analyze information presented in various forms, understand the probabilistic nature of many dependencies in reality, form an understanding of the role of statistics as an important social information source, and apply statistical thinking to data analysis.

From there, students can improve their understanding and research methods of the modern world.

Additionally, the Mathematics curriculum at each level allocates appropriate time for practical and experiential activities for students, such as:

Conducting projects, and learning tasks on Mathematics, especially projects and tasks on applying mathematics in practice; organizing math learning games, math clubs, forums, seminars, and math competitions; publishing wall newspapers (or magazines) on Mathematics; visiting training and research institutions in mathematics, and interacting with students who have skills and interest in Mathematics,...

These activities help students apply the accumulated knowledge, skills, and attitudes from mathematical education and personal experiences creatively to real-life situations;

At the same time, these activities develop students' organizational and management skills, self-awareness, and proactivity; help students initially identify their capabilities and strengths to guide and choose careers; and establish some basic competencies for future workers and responsible citizens.