What are regulations on mathematics curriculum in the literacy eradication program in Vietnam?
What are objectives for the Mathematics curriculum in the Literacy Eradication Program in Vietnam?
Based on Section 1, Part 2 of the Literacy Eradication Program promulgated together with Circular 33/2021/TT-BGDDT, the objectives of the Mathematics curriculum in the Literacy Eradication Program are as follows:
(1) General objectives
The Mathematics subject aims to help students achieve the following main objectives:
- Form and develop mathematical competencies, including core components such as mathematical thinking and reasoning, mathematical modeling, mathematical problem solving, mathematical communication, and the use of tools and means to learn mathematics.
- Contribute to forming and developing in students essential qualities: patriotism, benevolence, diligence, honesty, responsibility. General competencies: self-control and self-learning, communication and cooperation, problem-solving, and creativity.
- Acquire fundamental and essential mathematical knowledge and skills; develop the ability to solve integrated interdisciplinary problems between Mathematics and other subjects such as Natural and Social Sciences, History-Geography, Informatics, Technology, etc.; create opportunities for students to experience and apply mathematics to practical situations.
- Have a relatively comprehensive understanding of the usefulness of mathematics for related professions to have the minimum ability to self-research problems related to mathematics throughout life.
(2) Specific objectives
- Contribute to forming and developing mathematical competencies with the required standards: perform simple thinking operations; pose and answer questions when reasoning, solving simple problems; select calculations and arithmetic formulas to present and express (orally or in writing) content and ideas for solving problems; use mathematical language combined with ordinary language and body gestures to express mathematical content in simple situations; use simple tools and means to perform simple mathematics learning tasks.
- Possess initial basic and essential mathematical knowledge and skills about:
+ Numbers and calculations: natural numbers, fractions, decimals, and operations on these number sets.
+ Geometry and Measurement: Observe, identify, and describe the shapes and features (at a visual level) of some flat and solid figures in practice; establish some simple geometric models; calculate some geometric quantities; develop spatial imagination; solve some practical problems related to Geometry and Measurement (with common measurement quantities).
+ Statistics and Probability: Some basic statistical and probability elements; solve some practical problems associated with some statistical and probability elements.
- Together with other subjects and educational activities, support students to gain more understanding of some careers in society.
Initially recognize the usefulness of mathematics for daily work; create opportunities for students to test practical activities in life with pure mathematical knowledge; establish connections between mathematical ideas, between Mathematics and practicality, between Mathematics and other subjects, and educational activities.
What are requirements regarding essential qualities and general competencies in the Mathematics curriculum in the Literacy Eradication Program in Vietnam?
Based on Section 2, Part 2 of the Literacy Eradication Program promulgated together with Circular 33/2021/TT-BGDDT, the requirements regarding essential qualities and general competencies in the Mathematics curriculum in the Literacy Eradication Program in Vietnam are as follows:
The Mathematics subject contributes to forming and developing essential qualities and general competencies in students according to levels suitable for the subject in the Literacy Eradication Program at Section 2 of the first Part.
What are regulations on mathematics curriculum in the literacy eradication program in Vietnam? (Image from the Internet)
What are requirements regarding specific competencies in the Mathematics curriculum in the Literacy Eradication Program in Vietnam?
According to Section 2, Part 2 of the Literacy Eradication Program promulgated together with Circular 33/2021/TT-BGDDT, the required achievements regarding specific competencies in the Mathematics curriculum in the Literacy Eradication Program are:
The Mathematics subject contributes to forming and developing in students mathematical competencies (the most focused expression of computational ability) including the following core components: mathematical thinking and reasoning, mathematical modeling, mathematical problem solving, mathematical communication, and the use of tools and means to learn mathematics.
Specific expressions of mathematical competency and requirements in the Mathematics curriculum are as follows:
| Competency component | Requirements |
| Mathematical thinking and reasoning competency are expressed through: - Performing thinking operations such as comparing, analyzing, aggregating, specifying, generalizing, analogy; induction, deduction. |
- Perform thinking operations (at a simple level), especially observation, seeking similarities and differences in familiar situations and describing the results of observation. |
| - Pointing out evidence, reasons, and logical arguments before concluding. - Explaining or adjusting the method of solving the problem in terms of mathematics. |
- Stating evidence, reasons, and logical arguments before concluding. - Stating and answering questions when reasoning and solving problems. Initially pointing out evidence and logical arguments before concluding. |
| Mathematical modeling competency are expressed through: - Identifying mathematical models (including formulas, equations, tables, graphs, etc.) for practical problems. - Solving mathematical problems within the established model. - Demonstrating and evaluating solutions in a real-world context and improving the model if the solution is not appropriate. |
- Selecting calculations, arithmetic formulas, diagrams, tables, and drawings to present and expressing the content and ideas of situations in simple practical problems. - Solving problems arising from the above choices. - Providing answers for situations occurring in simple practical problems. |
| Mathematical problem-solving competency are expressed through: - Recognizing, detecting problems that need solving using mathematics. - Selecting and proposing methods and solutions to solve the problem. - Using compatible mathematical knowledge and skills (including tools and algorithms) to solve the posed problem. - Evaluating the proposed solution and generalizing it for similar problems. |
- Recognizing problems needing solutions and formulating them into questions. - Stating methods to solve problems. - Implementing and presenting methods for solving problems at a simple level. - Checking the implemented solution. |
| Mathematical communication competency are expressed through: | |
| - Presenting and expressing (orally or in writing) the content, ideas, and mathematical solutions during interactions with others (with suitable requirements for completeness and accuracy). - Effectively using mathematical language (numbers, letters, symbols, charts, graphs, logical links, etc.) combined with ordinary language or body gestures when presenting, explaining, and evaluating mathematical ideas during interactions (discussions, arguments) with others. - Demonstrating confidence when presenting, expressing, asking questions, discussing, and arguing mathematical content and ideas. |
- Presenting and expressing (orally or in writing) the content, ideas, and mathematical solutions during interactions with others (without requiring completeness and accuracy). Stating and answering questions when reasoning and solving problems. - Using mathematical language combined with ordinary language and body gestures to express mathematical content in simple situations. - Demonstrating confidence when answering questions, presenting, and discussing mathematical content in simple situations. |
| Using tools and means to learn mathematics competency are expressed through: - Recognizing names, functions, usage, and maintenance of common visual aids, technological means (especially information technology means) for learning mathematics. |
- Recognizing names, functions, usage, and maintenance of simple mathematical learning tools (counting rods, numeral cards, rulers, compasses, protractors, familiar flat and solid models, etc.) |
| - Using tools and means to learn mathematics, especially technological means, to explore and solve mathematical problems (appropriate to the cognitive characteristics of the age group). | - Using tools and means to perform simple mathematics learning tasks. - Using handheld calculators, information technology means to support learning and solve some life problems. |
| - Recognizing the advantages and limitations of supportive tools and means to use them appropriately. | - Initially recognizing some advantages and limitations of supportive tools and means to use them appropriately. |
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