Purpose of study: The research aims to propose some pedagogical measures to train skill in DAS ITS in Mathematic for Primary Education students; Subject of study: Methods to training the primary education students the skill in DAS ITS in mathematic.
MINISTRY OF EDUCATION & TRAINING VINH UNIVERSITY TRINH CONG SON TRAIN THE SKILL IN DESIGNING AND USING INTEGRATED TEACHING SITUATIONS IN MATHEMATIC FOR THE PRIMARY EDUCATION STUDENTS Major: Theory and Method of Math Teaching Code: 9140111 SUMMARY OF THE THESIS NGHE AN, 2021 The thesis is finished at: VINH UNIVERSITY Names of supervisors: Dr Nguyen Thi Chau Giang Assoc Prof Dr Tran Anh Tuan Reviewer 1: Reviewer 2: Reviewer 3: The thesis will be defened at Ministerial Thesis Evaluation Committee held at Vinh University Time: , date: month year 2021 The thesis can be found at: - Vietnam National Library - Vinh University Library INTRODUCTION Reason for choosing thesis 1.1 Integrated teaching is a teaching perspective that is in line with the innovation trend of education in our country today The development of the market economy along with the ongoing globalization requires the education and training sectors of many countries to change towards the formation and development of the necessary competencies for learners, in oder to effectively participate in the domestic and international labor market One of the solutions to innovate education towards the development of competencies for students is teaching from an integrated perspective From an integrated point of view, teachers not only aim to impart to students the concepts in a discrete way, but also help students see the connection and synthesis of knowledge in different fields; help students realize the meaning of scientific knowledge, improve their ability to apply that knowledge into practice; thereby contributing to the formation and development of competencies for students 1.2 In our country, the implementation of integrated teaching (IT) in general and IT in primary school in particular still face certain difficulties In our country, the implementation of IT in general and IT in Mathematic in particular in recent years has focused on implementing and achieving some remarkable results However, the reality of teaching shows that not many Teachers exploit all the integrated abilities, not concretize these capabilities to organize IT in Mathematic in primary schools In other words, the teacher lacks ideas in designing integrated teaching situation (ITS) and does not know how to use ITS to organize effective IT The cause of the current situation is that when they were still studying in a pedagogical school, students of Primary Education were not fully equipped with the necessary IT KAS, making their equipment to enter their profession shortage of graduation 1.3 It is necessary to equip students with skills in designing and using integrated teaching situations in Mathematic in primary schools The above analysis shows that: In order to effectively organize IT, teachers need to be equipped with IT knowledge and skills (KAS) since they were still studying in pedagogical school The question is: What IT KAS need to be equipped for them? From the point of view of active teaching, learning is the process that students interact with the environment to adapt when facing obstacles and difficulties And to create a learning environment, teachers need to have teaching schools Accordingly, in order to organize IT in Mathematic in primary schools, teachers need to design ITS and use them to organize teaching Since then, skill in designing and using (DAS) ITS in Primary Mathematic is one of the important skills to ensure that teachers can perform IT in Primary Mathematic effectively 1.4 The training of skills in designing and using integrated teaching situations in Mathematic in primary schools for primary education students still has many aspects that have not been studied Over the years, there have been many studies on IT and the problem of preparing students to teach the KAS necessary to IT, such as by the authors: Dinh Quang Bao and Ha Thi Lan Huong; Do Huong Tra; Pham Sy Nam; Nguyen The Son; Dao Tam and Pham Van Hieu; Duong Minh Thanh and Truong Thi Thuy Ngan; Ha Thi Lan Huong Studies confirm the necessity of equipping the necessary KAS for pedagogic sutdents in order to prepare for the organization of IT in Mathematic after graduation However, up to now, there has not been any research on the issue of training skills in DAS ITS in Mathematic in primary schools for students in Primary Education From the above reasons, we select to study thesis: “Train the skill in designing and using integrated teaching situations in mathematic for the primary education students” Purpose of study The research aims to propose some pedagogical measures to train skill in DAS ITS in Mathematic for Primary Education students Subject, object, scope of study 3.1 Object of study: The process of training primary teachers in pedagogical schools 3.2 Subject of study: Methods to training the primary education students the skill in DAS ITS in mathematic 3.3 Scope of study: The training is organized through math modules, pedagogical training modules and pedagogical practice modules Scientific hypothesis If clearly identifying the component skills of the skill in DAS ITS in Primary Mathematic and propose and implement measures to practice those component skills, it will improve quality of training skill to DAS ITS in Primary Mathematic for Primary education students in pedagogic schools Task of study 5.1 Research on the rationale of training skill in DAS ITS in Primary Mathematic for students of Primary Education in pedagogic schools 5.2 Survey and evaluate the perceptions of students and teachers on skill in DAS ITS in Primary Mathematic, the reality of skill in DAS ITS in Primary Mathematic and the the reality of training skill in DAS ITS in Primary Mathematic for sutdents 5.3 Proposing pedagogical measures to train skill in DAS ITS in Primary Mathematic for students of Primary Education in pedagogic schools 5.4 Pedagogical experiment to verify the effectiveness and feasibility of the proposed measures Method of study 6.1 Group of research methodology (analysis and summarization of documents; generalization and independent consideration) 6.2 Group of practical research (investigation; pedagogical observation; summary of education experiences: obtaining opinions of experts; pedagogical experiment) 6.3 Information processing method Contributions of the thesis 7.1 Theoretical aspect - Offer concepts, features and types of ITS in Primary Mathematic - Offer the concept and structure of skill in DAS ITS in Primary Mathematic for Primary Education students - Contribute to clarify the status of training skill in DAS ITS in Primary Mathematic for Primary Education students - Proposing five pedagogical measures to train skill in DAS ITS in Primary Mathematic for Primary Education students 7.2 Practical aspect - Give out specific pedagogical instructions for the training skill in DAS ITS in Primary Mathematic for Primary Education students - Provide reference materials for teachers, contribute to improving the effectiveness of the training skill in DAS ITS in Primary Mathematic for Primary Education students Arguments to be defended - The concept of ITS in primary Mathematic, The concept of the skills in DAS ITS in Primary Education Mathematic is a concept that makes sense both theoretical and practical meanings - The identification of pedagogical measures to train skill in DAS ITS in Mathematic for Primary Education students of Pedagogical schools is a scientific basis - Pedagogical measures to train skill in DAS ITS in Mathematic for Primary Education students are feasible and effective The structure of the thesis In addition to the introduction, conclusion, references and appendices, the thesis has chapters: Chapter Theoretical and practical basis of training skill in DAS ITS in Mathematic for students of Primary Education in pedagogic schools Chapter Some measures to train training skill in DAS ITS in Mathematic for students of Primary Education in pedagogic schools Chapter Pedagogical experiment Chapter 1: THEORETICAL AND PRACTICAL BASIS OF TRAINING SKILL IN DAS ITS IN MATHEMATIC FOR PRIMARY EDUCATION STUDENTS 1.1 Integration and integrated teaching 1.1.1 Some concepts about integration and integrated teaching Around the world, many researchers are interested in integrated and IT In foreign countries, there are Lucian Ciolan, Xavier Roegiers, Robin Forgaty, Susan M Drake, In our country, there are Nguyen Huu Chau, Ha Thi Lan Huong, Do Huong Tra, Dinh Quang Bao The above studies all give general characteristics of the concept of IT That is, teaching in the direction of linking the contents of many different subjects and fields through organizing and guiding students to solve learning tasks As the basis for the next concepts in the thesis, we agree to use the concept of IT by Dinh Quang Bao: “IT is the teaching orientation in which the teacher organizes, instructing Students to mobilize and synthesize KAS in many different fields to solve learning tasks; thereby forming new KAS; develop the necessary competencies, especially the competence to solve problems in learning and in real life” 1.1.2 The role of integrated teaching in educational innovation today - IT reflects the true nature of the existence of an object, a thing or a phenomenon in the objective world - IT has many conditions to form and develop learners' competencies - IT equips students with the necessary KAS beyond the subject, helping them to face the challenges in life - IT establishes relationship between KAS and method of subject matter 1.1.3 Integrated teaching models There have been many domestic and foreign authors researching and proposing different IT models In foreign countries, there are authors: Xavier Roegiers, Robin Forgaty, Susan M Drake, In the country, there are authors Do Huong Tra, Nguyen The Son, Le Thi Hoai Chau, To determine the forms of IT in Mathematic in primary schools, we use Le Thi Hoai Chau's perspective and classification of IT in Mathematic Accordingly, there are two integrated directions in teaching Mathematic, that is: integration within Mathematic, integration in the interdisciplinary method and linking Mathematic with practice 1.1.4 Integrated teaching in primary Mathematic 1.1.4.1 The role of IT in teaching Mathematic in primary schools IT in Mathematic is necessary and derives from the intrinsic needs of Mathematic, to clarify the nature of the existence and development of Mathematical concepts and theories For Math at primary level, the opinion of IT is even more appropriate First of all, looking at the program, we can see that Mathematic in primary schools is organized into a unified subject, not divided into subjects In which, the KAS of "Arithmetic and calculation" are the foundation to form KAS of other knowledge circuits Moreover, for primary school students, because intuitive - specific thinking also dominates, so to form abstract concepts of arithmetic it is necessary to use the language of geometry This makes the connection between these two knowledge circuits is stronger at the primary level From the above analysis shows, IT is a opion that is suitable for teaching Mathematic in primary school And in fact, teaching Mathematic in primary schools has long contained an integral element The problem is that teachers need to recognize and exploit those integrated factors to improve the effectiveness of Math teaching 1.1.4.2 The concept IT in Mathematic in primary schools is the kind of teaching in which the teacher organizes and guides the students to mobilize different knowledges and experiences in Mathematic, in other subjects or in reality to solve decide the task of learning, thereby achieving the goal of teaching Mathematic in primary schools 1.1.4.3 Forms of IT in teaching Mathematic in primary schools IT in Mathematic in primary schools includes two basic types: - Form 1: Integrate within Mathematic in primary schools This form includes two exploitation directions: Exploiting relationships between lessons and topics in primary Mathematic and exploring relationships between major of Mathematic in primary schools - Form 2: Integrating interdisciplinary subjects and linking Mathematic in primary schools with reality This form includes two exploitation directions: Exploiting the relationship between Mathematic in primary schools with other subjects and exploiting the relationship between Mathematic and reality 1.2 Teaching situation (TS) 1.2.1 Situation Through reference to Vietnamese Dictionary; Psychological dictionary; The research work of author Nguyen Ba Kim, we can understand situations as a system of events occurring in a certain space and time These events happen outside of the subject's perception, prompting the subject to act in order to achieve the goal 1.2.2 Teaching situation TS is a situation designed according to the teacher's pedagogical intention to transfer learning tasks to students, when students resolves those tasks, they will achieve the teaching goal 1.3 Integrated teaching situations in primary Mathematic 1.3.1 The concept ITS in Primary Mathematic is a TS that teachers can organize to teach in the direction of transferring learning tasks for students to solve through mobilizing other KAS each other within Mathematic, in other subjects, or from reality, thereby achieving the goal of teaching Mathematic in primary school 1.3.2 Types of integrated teaching situations in primary Mathematic 1.3.3.1 ITS within primary Mathematic - TS that connect different lessons and topics in primary Mathematic - TS that connect different major of primary Mathematic 1.3.3.2 Interdisciplinary ITS - TS that connect Mathematic with other subjects - TS that connect Mathematic with reality 1.4 Design and use ITS in primary Mathematic Through reference to the researches of authors Waterman M and Stanley E ; Do Hoang Mai; Trinh Van Bieu, we define the process of DAS ITS in Primary Mathematic including the following steps: Step 1: Specify the lesson objectives Step 2: Exploit the integrated ability according to the lesson content Step 3: Select the integrated ability and build the situation that is compatible with the selected ability Step 4: Test situation in teaching practice Step 5: Adjust and apply situation to organize teaching 1.5 Skill DAS ITS in primary Mathematic 1.5.1 The concepts of skills The issue of skill and skill training has been studied by many domestic and foreign authors In foreign countries, there are V.A Cruchesky, A.G.Covaliop, K.K.Platonop, G.G.Golubev, N.D Levitop, A.V Petrovsky In our country, there were Tran Trong Thuy, Nguyen Thi Thanh, Nguyen Thanh Kinh, Dang Thanh Hung, Agreeing with author Dang Thanh Hung's opinion, we believe that: Skill is an activity that is performed voluntarily based on knowledge, experience and psychological conditions within each individual in different scenarios to achieve the identified objectives 1.5.2 Concept of skill in DAS ITS in primary Mathematic Skill in DAS ITS in primary Mathematic is an activity performed voluntarily based on the teacher's knowledge, experience and inner psychological conditions to explore, adjust and create TS based on exploiting integrated abilities according to the content in teaching primary Mathematic and using them to organize IT in primary Mathematic 1.5.3 The component skills of skill in DAS ITS in primary Mathematic Skill in DAS ITS in primary Math includes the component skills as follows: a) Skill to specify lesson objectives b) Skill to exploit the integrated ability according to the lesson content c) Skill to choose integrated and case building capabilities that are compatible with the selected ability d) Skill to test situation in teaching practice e) Skills to organize integrated teaching through practice This skill is divided into three skills component are: - Skill to choose teaching methods adapted to IT - Skill to organize, arrange a series of teaching activities according to the process in accordance with selected teaching methods - Skill to handle pedagogical situation that arise in the process of teaching 1.6 Some issues about trainging skill in DAS ITS in primary Mathematic for Primary Education students in pedagogic schools 1.6.1 Some characteristics of the primary teacher training curriculums in pedagogical schools The training curriculums for primary teachers in most pedagogical schools is aimed at equipping the students of Primary Education with a broad knowledge base, spread across many fields This makes it easier for them to explore the relationships between Mathematic with other subjects and with reality 1.6.2 An overview of the content of teaching math in primary teacher training curriculum The current primary education teacher training curriculum of pedagogical schools has 11 students In addition, the amount of time and content for DAS ITS in Primary Mathematic is still small, not enough to form skill DAS ITS in Primary Mathematic In addition, the coordination between the pedagogical school and the primary school in organizing the training and assessment students’ skills is still not of interest correct Therefore, they are still very confused and confused in applying their learned knowledge into teaching practice Conclusion of chapter In this chapter, the thesis explores the theoretical and practical basis of training skill in DAS ITS in Primary Mathematic for Primary Education students The results obtained can be summarized as follows: 1) Systematize views of some domestic and foreign authors on the concept of integrated and IT There are many definitions of IT, but the basis is uniform 2) Provide the concept of IT in primary Mathematic, and the concept of ITS in Primary Mathematic 3) Provide the process of DAS ITS in primary Math 4) Provide the concept of skill in DAS ITS in primary Mathematic and it’s component skills 5) Provide a process to train skill in DAS ITS in Primary Mathematic for Primary Education students 6) Clarify the current situation of the training skill in DAS ITS in primary mathematic for primary education students, in which there are seven advantages and seven difficulties Chapter 2: SOME MEASURES TO TRAIN THE SKILL IN DAS ITS IN MATHEMATIC FOR THE PRIMARY EDUCATION STUDENTS 2.1 Orientation of Construction 1) Measures must clearly show ideas and purposes of training skill in DAS ITS in primary mathematic, contribute to improving teaching skills for students, to meet requirements of IT and IT in primary mathematic 2) Measures should pay attention to enhancing practice activities and experience for learners, maximizing the activeness and independence of students and demonstrated through modern teaching methods, suitable with the training process in pedagogical 12 schools; at the same time, meeting the requirements of educational renovation in Vietnam today according to the orientation of competencies development 3) Measures are proposed on the basis of training the component skills of the skill in DAS ITS in Primary Mathematic and based on the stages of formation of Pedagogical skills for students; is done regularly and continuously throughout the training process at the pedagogical school 4) The measures must be based on the objectives, content, teaching duration of Math modules and pedagogical training modules in the elementary teacher training curriculum in pedagogic schools; interested in the coordination of mathematic teachers with teachers of other subjects at the pedagogical school, with teachers and administrators at primary schools 5) The measures to overcome difficulties and limitations in equipping knowledge of IT in primary mathematic and shortcomings in the process of training pedagogical skills for primary education students 6) The measures must be appropriate to the teaching situation and characteristics of primary schools: facilities, teaching equipment, class sizes, suitable for pupils and actual teaching conditions in primary school 2.2 Some measures to train the skill in DAS ITS in mathematic for the primary education students 2.2.1 Measure 1: Organized for students to analyze curriculum and textbooks for mathematic in elementary schools with an integrated orientation 2.2.1.1 Purpose Help student practice skill to specify lesson objectives and skill to exploit the integrated ability according to the lesson content 2.2.1.2 Foundation The lesson's goal is integration-oriented, the integrated ability according to the lesson's content is not shown explicitly in the lesson but is hidden in constructive perspective, objectives and content structure of the primary mathematic curriculum It is a great challenge to highlight these elements in each lesson To overcome this difficulty, the teacher needs to practice for students the sense and habits of analyzing curriculum and textbooks of primary mathematic according to integrated orientation 13 2.2.1.3 Implementation Activity 1: Analyze constructive viewpoints, objectives of the primary mathematic curriculum according to integrated orientation Activity 2: Analyze and clarify the relationships within primary mathematic, the relationship between primary mathematic and other subjects, the relationship between primary mathematic and the reality - Analyze specific manifestations of the relationship between different lessons and topics in primary mathematic - Analyze the specific manifestations of the relationship between the different knowledge circuits in primary mathematic - Analyze specific manifestations of the relationship between Mathematics in elementary school with other subjects and with the reality Activity 3: Organize and guide students to specify lesson objectives according to integrated orientation - Equip students with knowledge associated with specifying objectives in terms of outcome standards - Instruct sutdents to specify the objectives of a specific lesson in an integrated direction Activity 4: Organize and guide students to exploit the integrated ability compatible with the lesson content Exploiting integrated ability is to identify "ways" to help teacher organize IT to achieve the goal of IT previously identified To determine these integrated capabilities, the teacher needs to put the unit knowledge in the internal relationships in mathematic, the relationship between mathematic and other subjects, and the reality; Create a basis for finding the origin and practical meaning of knowledge and then determine the integrated ability compatible with each specific content of the lesson Example 2.6: Determine integrated ability in the lesson "Fractions" (Math textbook 4, [28] – Page 106) The teacher may guide students to specify lesson objectives according to the following process: - Guide students to specify the teaching content of the lesson, including: 14 + Use area model to form students the concept of fractions; + Use other visual models to help students approach the concept of fractions in different meanings; + Instruct students to practice using fractions to describe and represent situations in different meanings; + Instruct students to apply the concept of fractions to solve a real problem - Guide students to specify integrated ability compatible with each content + Integrated ability within mathematic: Integrate Arithmetic and Geometry through the use of visual models to describe the concept of fractions; The “measure approach” allows teachers to integrate “Arithmetic” and “Measure quantity” + Interdisciplinary integrated capabilities: Integrate the content of Fine Arts and Engineering subjects by using visual models; Integrate content of teaching Vietnamese subjects by organizing students to use the concept of fractions to describe and represent situations 2.2.2 Measure 2: Create opportunities for students to research, discuss, search, and build situations that are compatible with the integrated capabilities of primary mathematic lessons 2.2.2.1 Purpose Help students to train skill to choose integrated and case building capabilities that are compatible with the selected ability 2.2.2.2 Foundation Because they have not been experienced much in teaching practice in elementary schools, the majority of students easily make mistakes and mistakes in proposing and choosing the integrated capabilities of each lesson To overcome this, teachers need to create opportunities for students to exchange and discuss with many people, especially with teachers of pedagogic schools and experienced primary school teachers 2.2.2.3 Implementation Teachers can organize seminar for students during teaching “Mathematic teaching methodology in primary school” and conduct activities in the following stages: A) Preparation phase: Activity 1: Propose some seminar topics that students need to research 15 Activity 2: Equip students with some knowledge necessary to conduct research activities Activity 2.1: Instruct students on how to identify integration-compatible situations compatible with integrated ability in primary mathematic On the basic of analyzing the concepts, characteristics and forms of ITS in Primary Mathematics, teacher organizes students to practice identifying ITS through some specific examples Activity 2.2: Instruct students on how to adapt available situations to be are compatible with the integrated ability in primary mathematic Students can refer to some sources as follows to collect the situations: Math textbooks (1, 2, 3, 4, 5), references in Primary Mathematics, Children’s Fun Maths Journal, domestic and international primary math exam questions, primary math forums on the internet such as: Mathematics Teacher Forum, Primary Mathematics in Vietnam Forum, Primary Mathematics Specialist Forum, Activity 2.3: Guide students to create situations compatible with the integrated ability based on events and phenomena in their lives In addition to searching and adjusting the available situations, sometimes we often come up with ideas about ITS when we encounter a phenomenon in the wild, or in the society At that time, although the role of these situations in a specific lesson was not clearly envisioned, it was always useful to keep them B) Seminar phase Activity 3: Organize students to report research results on the topic's integrated abilities During this period, it is mainly the student's activities However, the teacher still shows his or her directing role by guiding student to report and discuss key issues, encouraging each student to give their own opinion Activity 4: Organize discussion for students to choose the suitable integrated abilities and to build situations that are compatible with those abilities Activity 4.1: Organize discussion for students to choose the suitable integrated abilities To choose the suitable integrated abilities, the teacher should guide students to focus 16 on clarifying some key issues as follows: - Analysis clarifies the reasonableness of the content is integrated in abilities The reasonableness is shown by whether the integrated contents belong to the same curriculum of the same class or not? When teaching integrated lessons, have students been able to learn those contents? - In addition, the students need to consider the influence of factors such as: space, time, facilities, and teaching equipment on the teaching organization plan according to integrated abilities Activity 4.2: Organize the students to work in groups to build the situations that are compatible with integrated abilities After selecting the integrated abilities of the lesson, the students need to conduct a review of textbooks and related references to find and build the situations that are compatible with those abilities Now there are three cases: Find out a compatible situation, find out a relatively compatible situation, not found a compatible situation These three scenarios lead to the next three types of activity that follow: Use this situation; Adjusting this situation and use it; Recommended a situation and use it 2.2.3 Measure 3: Organize the students to practice and experience about integrated teaching in teaching primary mathematics 2.2.3.1 Purpose Help the students train skill to choose teaching methods adapted to IT 2.2.3.2 Foundation During the learning process in pedagogical school, the organization students to practice teaching subjects is mainly done on the hypothetical object without many opportunities to experience practical teaching, especially experience IT This makes most students based only on their own thoughts and opinions, but lack practical basis in choosing and applying teaching methods Through the experiential activity, students have a practical view of the characteristics and requirements of the organization of IT in mathematic in primary schools, from there, there is a basis to choose and apply suitable teaching methods 2.2.3.3 Implementation The teacher can organize the following activities 17 Activity 1: Equip students with theoretical basis for modern teaching methods consistent with the point of view of IT In the research scope of the topic, we define main teaching methods: Teaching of problem detection and solving method, constructivist teaching method, dough hand method, project-based teaching method Activity 2: Organize for students to listen to reports on experience in process of organizing IT in mathematics in primary schools Activity 3: Organized for students to attend IT in mathematic in primary schools Activity 4: Organize for students to practice choosing suitable teaching methods to organize IT in mathematics in primary schools In this activity, the teacher needs to present some specific situations and ask the students to build a framework of teaching activities in accordance with the teaching process of those methods It should be noted that corresponding to a situation, the teacher can use many different methods to organize teaching Therefore, the teacher should encourage the students to give their own opinions and comments about choosing and applying teaching methods to organize teaching through a specific situation 2.2.4 Measure 4: Guide students to study the process of IT learning mathematic of primary pupils through "study case" 2.2.4.1 Purpose Help the students train skill to organize, arrange a series of teaching activities according to the process in accordance with selected teaching methods 2.2.4.2 Foundation Through study case, the students finds exactly the pupil's behavior in the learning process This is an important basis for the students to propose questions and suggestions to help the pupils conduct the learning process effectively 2.2.4.3 Implementation The teacher needs to main activities as follows Activity 1: Organize and guide the students to collect information about pupil’s learning through ITS The first, the teacher divides the students group and assigns each group an ITS to conduct a “study case” The teacher need to describe integrated objectives, integrated 18 abilities and ask the students to choose suitable methods to organize teaching through the situation Activity 2: Organize for the students to report and discuss research results, thereby building a system of directional questions, suggestions to help the students implement the process of activities in the stages of IT After collecting the necessary information, the teacher organize groups to report and discuss research results to build and arrange a series of teaching activities through the situation Example 2.21: Build a chain of activities according to the process of “Problem detection and solving teaching” The situation: “Calculate the area of a rectangle with length m and width m ” (Texk book 4, page 132) The teacher can guide the students through the following process: - Specify integrated objectivies: By solving the above situation, the teacher helps the students understand that the result of multiplication of two fractions is the measure of the area of a rectangle whose length and width are two fractions - Specify integrated abilities: Integrate arithmetic with geometry and measurement: Through solving problem of calculating the area of a rectangle to form the rule of multiplying two fractions - Build a chain of activities according to the process of “Problem detection and solving teaching to organize IT through this situation: + Step 1: Detect the problem The teacher introduces the situation and asks the students to state the information contained in the situation, thereby determining the problem posed in the situation is doing the calculation + Step 2: Solve the problem The teacher instructs the students to calculate the area of a rectangle by dividing one side of the square into parts and then marking the sections with a point, the opposite side the same Draw a line connecting those points remaining edges, each edge divided into parts, marked parts with corresponding points Draw a line connecting 19 those points The straight lines draw a rectangle with lenght m and width m The square is divided into 15 equally small rectangles Hình vng chia thành 15 hình chữ nhật nhỏ The area of the square is 1m so that the area of each rectangle is m 15 The colored rectangle consists of small rectangles, so the area is: 1 1 1 1 m2 15 15 15 15 15 15 15 15 15 + Step 3: Check and evaluate the results The teacher asks the students to state the result of the calculation , comment on the relationship between the numerator and the denominator of the product with the numerator and the denominator of the factors in the above multiplication nhận xét mối liên hệ tử số mẫu số tích với tử số mẫu số thừa số phép nhân From there, find out the rule to perform fraction multiplication 2.2.5 Measure 5: Set up typical pedagogical situations to create opportunities for students to practice, practice to handle pedagogical situations that arise in the process of organizing IT 2.2.5.1 Purpose Help the students train skill to handle pedagogical situation that arise in the process of teaching 2.2.5.2 Foundation In the process of teaching practice, through the setting up pedagogical situations, the teacher help the students practice handling, creating and setting up pedagogical situations in the lessons From there, it helps them improve their ability to predict pedagogical situations that may arise in the teaching process and handle them more flexibly and appropriately 2.2.5.3 Implementation The teacher can two basic activities as follows: Activity 1: Equip the students with some necessary knowledge about pedagogical 20 situations and the methods of handling pedagogical situations in teaching primary mathematic In this activity, the teacher need to introduce some typical pedagogical situations in teaching primary mathematic and how to handle them * Some typical types of pedagogical situations in primary mathematic teaching: - Type 1: The situations come from the teacher in the teaching process - Type 2: The situations come from the students in the learning process * Steps to handle pedagogical situations in teaching primary mathematics - Step 1: Recognize the situation - Step 2: Collect information and find solutions - Step 3: Follow the proposed plan Acitvity 2: Set up situations to create opportunities for the students to practice handling the pedagogical situations in teaching primary mathematic In the research scope of the topic, we only mention the handling of the pedagogical situations of type 2, which are the situations come from the students in the learning process Example 2.24: Let the situation: “When moving, the less the distance between the center of gravity of the person and the ground changes, the less power will be lost 1) In my opinion, when moving, what should we to save energy: a) Steady walking b) Jumping while walking c) Hopscotch 2) By mathematical knowledge, please explain why people fell more tired when walking than when cycling Teachers can create some pedagogical scenarios as follows: - If the pupils did not understand the content of the above situation, how would you do? - If the pupils did not know how to connect existing information with a task to be solved, how would you do? - If the pupils did not know how to move to make the distance between the center of gravity and the ground when the bicycle changes less, how would you do? - In task 2, if the pupils could not explain why while riding a bicycle, the distance between the center of gravity and the ground was less changed, how would you do? 21 Conclusion of chapter This chapter mainly deals with pedagogical measures to train skill in DAS ITS in primary mathematic for the primary education students Theoretical and practical foundations in chapter of the thesis are the basis for proposing orientations for the measures Based on those orientations, the thesis presents pedagogical measures to contribute to training skill in DAS ITS in primary mathematic for the primary education students In the content presentation of this chapter, the thesis is interested in enhancing the learners' practical activities and experiences, in order to realize the implementation of pedagogical measures in the actual conditions of the teaching process The presentation of measures with illustrative examples in the process of teaching specific modules such as: Primary mathematic teaching methods, Practice teaching subjects, Pedagogical practice Chapter 3: PEDAGOGICAL EXPERIMENT 3.1 Purpose of pedagogical experiment Experimenting to test the validity of the scientific hypothesis of the thesis, and at the same time test the feasibility and effectiveness of the implementation of the proposed measures 3.2 Content of pedagogical experiment 3.2.1 Organize teaching thematic: "DAS ITS in primary”, thereby assessing students' spirit, attitude and work efficiency The thematic includes the basic contents:: (1) Organize and guide the students to exploit the role of basic knowledge to guide the design and use of ITS in primary mathematic (2) Help the students form manipulations to design and use ITS in priamry mathematic (3) Organize and guide the students to design some ITS in Primary Mathematic 3.2.2 Applying the designed products to teaching in primary schools 3.3 Organization of experiment We organized experiments in two phases: * Stage 1: From 9/2019 to 12/2019, implementing thematic experiments in the 22 form of elective, in the curriculum of training primary teachers at Vinh University and Quang Nam University The class time for this thematic is 15 periods (1 credit) * Stage 2: From 2/2020 to 6/2020, experimentally deployed during the pedagogical internship, over 40 4th year students - Vinh University (of which 20 students were for experimental group and 20 students for the control group), under the guidance of the thesis author 3.4 Evaluating experimental results 3.4.1 Methods of processing and evaluating experimental results 3.4.1.1 Qualitative assessment 3.4.1.2 Quantitative assessment 3.4.2 Experimental results 3.4.2.1 Qualitative assessment results By collecting comments from Instructors and monitoring the student's change in the teaching process, we found that: - Most teachers believe that the measures are highly feasible and can be implemented in the process of training primary teachers in today's pedagogical schools The thematic teaching organization that we propose has been evaluated by the experimental teacher as having suitable content, duration and methods of organizing, feasible and bringing high efficiency in teaching - In the experimental group, the students are aware of the characteristics and organizational forms of IT in primary mathematic; the role of the DAS ITS in primary mathematic, the role of the exploitation of mathematical cognitive methodological knowledge The students have correctly implemented the manipulations according to the process of DAS ITS in primary mathematic The results of research on the pupils showed that most of them feel interested and satisfied with the teaching method that the teacher uses Many pupils mentioned the role and meaning of the mathematical knowledge (in the unit) and their relationship with other knowledge within mathematic, in other subjects and their relationship with the reality - Unlike the experimental group, the students in the control group are still not aware of the nature of IT Most students not know how to adjust and create situations 23 that are compatible with the integrated abilities in primary mathematic Khác với nhóm thực nghiệm, SINH VIÊN nhóm đối chứng chưa nhận thức chất DẠY HỌC TÍCH HỢP Đa số SINH VIÊN chưa biết điều chỉnh, sáng tạo TH tương thích với khả tích hợp mơn Tốn tiểu học The students have not identified the lesson objectives from the point of view of IT, but often focus on finding and fusing the contents of other subjects into teaching mathematic The results of research on the pupils showed that they also showed interest in teaching methods that teacher use However, the majority of pupils (questioned) have not yet stated the role and meaning of mathematic knowledge (in the lesson) and their relationship with other knowledge in the mathematic, in other subjects and the relationship with the reality Thus, through the qualitative analysis above, it shows that the difficulties and limitations of training skill in DAS ITS in primary mathematic for students have been somewhat engraved Initially, the students have formed basic skill in DAS ITS in in primary mathematic The results show that the measures that we propose have had positive effects 3.4.2.1 Quantitative assessment results After two experiments, the results in the statistical tables show that: the average score, the rate of satisfactory students, the rate of Good and Excellent students in the experimental group increased much compared to before the pedagogical experiment, and significantly higher than the control group; this ratio increased gradually over the course of the experiment The Student Weak and Poor ratios in the experimental group and classes decreased much more than before the pedagogical experiment group and much lower than the control group group; This ratio decreased gradually during the experiment Moreover, by statistical theory, we can accept that the teaching method in the experimental group proved more effective than the teaching method in the control group in training skill in DAS ITS in primary mathematic for primary education students Conclusion of chapter The results obtained during pedagogical experiment showed that: - The pedagogical measures proposed by the thesis have attracted a lot of 24 attention from teachers in pedagogical schools; Can be applied in teaching Maths teaching methods in elementary schools; Practice teaching the subject (Practice teaching); Pedagogical practice - The results of pedagogical experiment in terms of qualitative and quantitative have confirmed that the students' quality of the experimental group is better than the control group This proves that pedagogical methods have proved effective in training skill in DAS ITS in primary mathematic for primary education students Thus, it can be confirmed that the experimental purpose is completed, the effectiveness and feasibility of the measures have been confirmed CONCLUSION The thesis obtained some main results as follows: - Systematize the views of many scientists on IT; teaching situation; skill; teaching - Propose a process for DAS ITS in primary mathematic - Partly clarify the current situation of students’ skill in DAS ITS in primary mathematic and the current situation of training skill in DAS ITS in primary mathematic Education for primary education student - Provide orientations and five pedagogical measures to train skills in DAS ITS in primary mathematic for primary education students in pedagogic schools - Conduct experiments to verify feasibility and effectiveness Thus, it can be confirmed that the scientific hypothesis of the thesis is acceptable, the purpose and task of researching the thesis has been completed LIST OF PUBLICIZED WORKS OF THE AUTHOR RELATED TO THESIS I Scientific articles Nguyen Thi Chau Giang, Trinh Cong Son (2018), “Exploit situations in teaching math in primary school in the direction of blended learning”, HNUE Journal of Science, 2018, Volume 63, Issue 5, pp 9-17 Trinh Cong Son, Dau Thi Thu Hien (2018), “Developing some necessary for primary teacher to meet the requirements of integrated teaching mathematic”, Viet Nam Journal of Education, Volume 6/2018, pp 159-162 Trinh Cong Son, Pham Thi Hai Chau, Trinh Khac Thuy Huong (2020), “The practice of design and use of integrated math teaching situations by primary school teachers in Nghe An Province”, Vinh University Journal of Science, Volume 49, 1B/2020, pp 90-99 Nguyen Thi Chau Giang Trinh Cong Son (2020), “Training the primary education students the skill in designing and using integrated teaching situations in mathematic”, HNUE Journal of Science, volume 65, 2020, pp 153-166 Tran Anh Tuan, Nguyen Thi Chau Giang, Trinh Cong Son (2018), “Designing integrated situation in teaching mathematic in primary schools”, Vietnam Journal of Education, Vol 5, 2018, Special Issue for the 1st ICME at Hanoi National University of Education, pp 64-70 II Scientific conference, seminar Tran Anh Tuan, Nguyen Thi Chau Giang, Trinh Cong Son (2018), “Process of designing integrated situation in teaching mathematic in primary schools”, International scientific conference: “An Integrated Approach in Mathematics Education and Teacher Training”, at Ha Noi National University of Education, 18 September 2018 III Science research topic Chairman of the school-level scientific research topic ‘”Training integrated teaching skills and differentiated teaching for primary teachers to meet the requirements of new curriculum, new high school textbooks”, Nghe An College of Education ... students in Primary Education From the above reasons, we select to study thesis: ? ?Train the skill in designing and using integrated teaching situations in mathematic for the primary education students? ??... content in teaching primary Mathematic and using them to organize IT in primary Mathematic 1.5.3 The component skills of skill in DAS ITS in primary Mathematic Skill in DAS ITS in primary Math includes... situation of training skill in DAS ITS in primary Mathematic for students The training skill in DAS ITS in primary Mathematic in elementary schools is conducted mainly by pedagogical schools in the form