What are requirements for mathematical communication competence in Literacy Elimination Program in Vietnam?
What are requirements for mathematical communication competence in Literacy Elimination Program in Vietnam? What are requirements for the ability to use tools and means of learning math in Literacy Elimination Program in Vietnam? What are regulations on core content in math education Literacy in Literacy Elimination Program in Vietnam?
Thank you!
What are requirements for mathematical communication competence in Literacy Elimination Program in Vietnam?
Pursuant to Subsection 2, Section II, Part Two of the Literacy Elimination Program issued together with Circular 33/2021/TT-BGDĐT stipulating requirements for mathematical communication competence in Literacy Elimination Program in Vietnam as follows:
|
Mathematical communication competence is demonstrated through: |
|
|
- Presenting and expressing (oral or written) mathematical contents, ideas and solutions in interaction with others (with appropriate requirements for completeness and accuracy). - Effectively using mathematical language (digits, letters, symbols, charts, graphs, logical links,...) in combination with common language or physical movements when presenting. , explain and evaluate mathematical ideas in interaction (discussion, debate) with others. - Showing confidence when presenting, expressing, asking questions, discussing and debating content and ideas related to mathematics. |
- Able to Present and express (spoken or written) mathematical contents and ideas in interaction with others (not yet required to express fully and accurately). Ask and answer questions when reasoning and solving problems. - Able to use mathematical language combined with common language of body movements to express mathematical content in simple situations.
- Show confidence when answering questions, when presenting and discussing mathematical content in simple situations. |
What are requirements for the ability to use tools and means of learning math in Literacy Elimination Program in Vietnam?
Pursuant to Subsection 2, Section II, Part Two of the Literacy Elimination Program issued together with Circular 33/2021/TT-BGDĐT stipulating requirements for the ability to use tools and means of learning math in Literacy Elimination Program in Vietnam as follows:
|
The ability to use math learning tools and means is demonstrated by: - Recognizing the names, effects, and rules of using the way of preserving common visual aids, scientific and technological means (especially those using information technology), serving for learning Math. |
- Able to recognize the names and effects of how to use and maintain simple math learning tools and tools (counting rods, number cards, rulers, compasses, eke, familiar flat and cube models. ,...) |
|
- Using math learning tools and means, especially scientific and technological means to explore, discover and solve math problems (appropriate to age cognitive characteristics). |
- Able to use math tools and means to perform simple math learning tasks. - Able use handheld computers, information technology tools to support learning and solve some problems in life |
|
- Identify the advantages and limitations of supporting tools and means to have a reasonable use. |
- Identify (initially) a number of advantages and limitations of supporting tools and means to have a reasonable use. |
What are regulations on core content in math education Literacy in Literacy Elimination Program in Vietnam?
Pursuant to Subsection 1.1, Section II, Part Two of the Literacy Elimination Program issued together with Circular 33/2021/TT-BGDĐT stipulating core content in math education Literacy in Literacy Elimination Program in Vietnam as follows:
Math content is integrated around three knowledge circuits: numbers and calculations; Geometry and Measurement; Statistics and Probability.
Numbers and calculus form the basis of all further studies in mathematics, aimed at forming mathematical tools for solving problems in mathematics and other related fields of science; giving students the ability to deductive reasoning, contributing to the development of logical thinking, mathematical creativity and forming the ability to use algorithms.
Geometry and Measure is one of the key components of math education, essential for students to acquire spatial knowledge and develop essential practical skills. Geometry and Metrology form tools to describe objects and entities of the surrounding world; provide students with basic mathematical knowledge and skills in Geometry, Metrology (with common measurands) and give students the ability to reason, contributing to the development of logical thinking, creative ability. create math, spatial imagination and intuition. At the same time, Geometry also contributes to aesthetic education and improves the mathematical culture for students. The integration of Measurement and Geometry will enhance the intuitiveness and practicality of teaching Mathematics.
Statistics and Probability is a compulsory component of general mathematics education, contributing to enhancing the applicability and practical value of mathematics education. Statistics and Probability give students the ability to perceive and analyze information presented in various forms, understand the probabilistic nature of many dependencies in reality, form an understanding of the role of The role of statistics as a socially important source of information, know how to apply statistical thinking to data analysis. From there, improve students' understanding and methods of modern world research.
Best regards!
