Research purposes: On the basis of theoretical and practical research, the sis clarifies the content of conceptual thinking concept with Mathematics curriculum development at the primary level. Propose measures to train the adaptative skill to Mathematics curriculum development at the primary level for students of primary education to contribute to improving the quality of teacher training to meet the requirements of fundamental and comprehensive innovation of Education and Training.
MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI PHUONG NHUNG TRAIN THE ADAPTATIVE SKILL TO MATHEMATICS CURRICULUM DEVELOPMENT AT THE PRIMARY LEVEL FOR STUDENTS OF PRIMARY EDUCATION Major: Mathematics Theory and Teaching Method Thesis Code: 9140111 SUMMARY OF PHD THESIS ON EDUCATIONAL SCIENCE Science instructors: Assoc Prof Dr Nguyen Chien Thang Dr Nguyen Thi Chau Giang NGHE AN - 2020 The work has been completed at Vinh University Science instructors: Assoc Prof Dr Nguyen Chien Thang Dr Nguyen Thi Chau Giang Referee 1: Referee 2: Referee 3: The sis will be evaluated by the Doctoral Evaluation Board of Vinh University at Vinh University on ………………………………… The sis can be found at: - Vinh University Library - Viet Nam National Library PREFACE The rationale of the research 1.1 Development of education programs to create changes to adapt to the innovation requirements of general education 1.2 The industrial revolution 4.0 requires the development of educational programs as a solution to the challenges and opportunities for teacher training in pedagogical s 1.3 Developing programs to train students majoring in primary education with the orientation to equip competency and professional values to meet the requirements of the general education program 1.4 The purpose of training students the skills to adapt to the development of mathematics curriculum at the elementary level is to equip them with knowledge, skills and attitudes to meet the output standards of primary education in pedagogic universities 1.5 Developing educational programs in Mathematics in the primary level in Vietnam In the context of the country's international integration, the general education program is in the process of innovating towards the capacity to meet the requirements of the society, we decided to choose the dissertation's research project: Train the adaptative skill to Mathematics curriculum development at the primary level for students of primary education Research purposes On the basis of theoretical and practical research, the sis clarifies the content of conceptual thinking concept with Mathematics curriculum development at the primary level Propose measures to train the adaptative skill to Mathematics curriculum development at the primary level for students of primary education to contribute to improving the quality of teacher training to meet the requirements of fundamental and comprehensive innovation of Education and Training The subjects and objects of the research 3.1 The subjects of the research The process of practicing adaptive skills for students of primary education with a bachelor's degree in education 3.2 Objects of the study: Adaptive skills to Mathematics curriculum development and a system of adaptive skills to train students in primary education Scientific hypothesis On the basis of clarifying the content of the concept of adaptive skills Mathematics curriculum development at the primary level, if the basic elements are selected and proposed appropriate training measures to ensure the science and ability the exam can help students adapt to Mathematics curriculum development at the primary level, thereby contributing to meeting the output standards of the primary education pedagogical industry Research tasks 5.1 Theoretical research task: Clarifying the concept of adaptive skills to Mathematics curriculum development at the primary level; identify the component skills of adaptive skills to curriculum development in Math at the primary level 5.2 Practical research task: Find out and evaluate the current situation of adaptive skills to Mathematics curriculum development at the primary level for students of primary education 5.3 Propose measures to practice adaptive skills Mathematics curriculum development at the primary level for students of primary education and conduct pedagogical experiment to test the effectiveness of adaptive skills to practice measures and proposed evaluation options Scopes of the research - Mathematics curriculum and contents at the primary level in Vietnam and some other countries - The trend of curriculum development in Math at the primary level in Vietnam and some other countries - Training program for pedagogical bachelor of primary education of Vinh University and some other pedagogical universities - Survey and investigate the current situation of math teaching in the direction of practicing adaptive skills to curriculum development of a number of primary s in the provinces of Nghe An, Thanh Hoa, Ho Chi Minh City and some other localities Research methodology 7.1 Reasoning method 7.2 Experiments 7.3 Statistical Mathematical Method Defending arguments 8.1 Adapting to the Mathematics curriculum development at the primary level is one of the important requirements to contribute to the development of professional capacity for teachers to meet the requirements of fundamental innovation and development trends of the world Therefore, helping students of primary education practice adaptive skills Mathematics curriculum development at the primary level to create a practical learning environment, to experience and have many opportunities to practice 8.2 In recent years, although the pedagogical s have made many innovations in training adaptive skills Mathematics curriculum development at the primary level have not been really interested, so it is necessary to have measures to practice adaptive skills to students of primary education 8.3 In order to improve the effectiveness of adaptive skills training to the primary level Math curriculum development for students of primary education, it is necessary to practice skills: analyzing curriculum and textbook of Mathematics at the primary level; transform curriculum in Mathematics; planning of teaching Mathematics at the primary level has been changed to evaluate curriculum of Mathematics at the primary level; manage the change of curriculum in Mathematics at their the primary level Contribution of the sis 9.1 From theoretical perspective - Clarifying the concepts of adaptive skills to; adaptive skills to major curriculum development in Math at the primary level - Determine the basic elements of adaptive skills to curriculum development in Math at the primary level - Develop and design measures to practice adaptive skills to with Mathematics curriculum development at the primary level for students of primary education 9.2 From practical perspective The sis can be used as reference material for lecturers to contribute to improving the efficiency of Mathematics curriculum development and practice adaptive skills to students of primary education in the training process 10 Thesis structure In addition to the introduction, conclusion, recommendation and reference list, the sis includes chapters: Chapter Theoretical and practical basis of the adaptive skills to Mathematics curriculum development at the primary level for students of primary education Chapter Some measures for training the ability to adapt to to Mathematics curriculum development at the primary level for students of primary education Chapter Pedagogical experiments Chapter THEORETICAL AND PRACTICAL BASIS OF THE ADAPTIVE SKILLS TO MATHEMATICS CURRICULUM DEVELOPMENT AT THE PRIMARY LEVEL 1.1 2.1 Literature review 1.1.1 Research on career adaptation 1) An overview of research overseas Take a look at the studies of some authors like E.A Ermolaeva, A.E Golomstoo, G.J Pine, We found that the authors mentioned the concept of job adaptation, the subjective and objective factors affecting job adaptation as well as the indicators specific to career adaptation Most authors tend to think that: Job adaptation is the process of adapting to the working characteristics and conditions of the working process; career adaptation is the process of perceiving, changing emotions and acting with the profession Overview of domestic research Taking an overview of the research results of some authors Nguyen Xuan Thuc, Nguyen Van Ho, Duong Thi Nga, We find that: Adaptation to learning activities, job adaptation through practice, young teachers' adaptation in professional activities However, in the field of primary teachers training, how to make pedagogical students adapt to curriculum development in Math at the primary level is a new issue 1.1.2 The situation of research on educational program and curriculum development An overview of research overseas From the above studies of the authors H Taba, P.F Oliva, A.C Ornstein, we found that in the world, the authors have studied a lot on the concept, the approaches to the teaching curriculum, the teaching system, the structure of the educational curriculum, the principles of the development of education and the process of educational development An overview of research in Viet Nam The process of building the educational curriculum of our country from the point of leaning towards traditional experience and reference to the curriculum of some countries around the world, there have been research activities on the educational curriculum in which the educational curriculum is more interested, with many associations organized scientific seminars and published studies of some authors: Nguyen Huu Chau, Nguyen Van Khoi, Dao Thai Lai, Nguyen Vu Bich Hien, We have some comments: - Development of educational curriculum has become one of topics of concern at different levels - Developing the general educational curriculum is considered the most important matter and it has gradually been improved in terms of theory Research content has gradually covered the main areas of educational curriculum - Research content and achievements have a close relationship with the practice of building educational curriculum in Vietnam 1.1.3 Overall Assessment 1.1.3.1 The issues have been studied Through an overview of domestic and foreign research, we find that: - About curriculum development of primary education is interested by many authors to research: The concept of educational curriculum and teaching education, approaches to educational curriculum, evaluation criteria of educational curriculum, models and processes of educational education - On the issue of adaptation: There have been many authors researching on the concept of adaptation, adaptation to learning activities, adaptation to learning environment, especially adaptation to professional activities of students 1.1.3.2 The issues have not been covered For the field of pedagogical bachelor training, the question of how to adapt students to the teaching education is an open issue that has not been studied Therefore, this once again confirm the necessity of the implementation of the research 1.1.3.3 Issues need to be further studied Theoretical research, clarify the current situation and propose measures to practice adaptive skills Mathematics curriculum development at the primary level for students of primary education 1.2 Some basic concepts 1.2.1 Adaptive Skills 1.2.1.1 Skills We agree with the concept: Skills are the application of existing knowledge and experience into practical activities (or actions) in specific conditions to perform activities (or action) results according to the purpose set out 1.2.1.2 Adaptation Adaptation is the change (psychological) of the subject in terms of perception, skills and attitudes to overcome difficulties and challenges to respond to changes (new requirements) of the environment (activity) to help the subject work in a proactive, flexible and effective way 1.2.1.3 Adaptive Skills From the above analysis, we believe that: Adaptive skills are the application of the subject's existing knowledge and experience or restructure them to overcome difficulties and challenges to cope with variables change (or new requirements) of the environment (or activity) to help the subject work in an active, flexible and effective way 1.2.2 Developing the Mathematics curriculum at the primary level 1.2.2.1 Mathematics curriculum at the primary level The Mathematics curriculum at the primary level is the concretization of the Mathematics curriculum at the national and local level into the house primary s so that it is suitable for the conditions of the school, of students and related parties on the basis of ensuring and meeting the requirements of the Mathematics advanced curriculum 1.2.2.2 Mathematics curriculum developing at the primary level Developing the Math curriculum at the primary level is the process of concretizing the curriculum of Mathematics at the national and local level because teachers are flexible and proactive set goals, select content and implementation methods to evaluate, amend, and complete math curriculum to suit the reality of the school and the perception of primary students to meet the educational objectives Mathematics curriculum development in at the primary level has the following: - Analyze the meaning, role and origin of mathematical knowledge - Transforming knowledge of Mathematics curriculum at the elementary level into specific teaching situations to deploy and implement the curriculum - Demonstrating the dialectical relationship between the knowledge through the process of analyzing curriculum and textbooks of Mathematics at the primary level - Connecting mathematical knowledge with practice - Applying mathematical knowledge in specific contexts - Concretize the curriculum of Mathematics at the national level into the curriculum of primary s - Exploiting core issues in curriculum of Mathematics at the primary level 1.2.3 Skills to adapt to Mathematics curriculum development at the primary level The skill to adapt to the curriculum development in Math at primary level is the application of knowledge and experience in curriculum development Mathematics at primary level has been or has been accumulated, transformed, perfected through the process of learning and training to get used to the changes of the curriculum by the subject actively and flexibly based on the individual's psychosocial conditions 1.3 Mathematics curriculum development at the primary level 1.3.1 Mathematics objectives and contents at the primary level 1.3.1.1 Mathematics curriculum targets at the primary level 1.3.1.2 Mathematics curriculum at the primary level 1.3.1.3 Levels of the Mathematics curriculum The Mathematics curriculum at the primary level has the following levels: The Mathematics curriculum at the national level, local level, school level, and the grade level In this study, we are interested in Mathematics curriculum at school level and at classroom level Example 1.1 Content of flat and cubes (Mathematics curriculum for grade 1, 2018) Description Requirements Description (National Behavioral indexes to be met (Classroom curriculum) Curriculum) Flat Observe - Recognize - Correctly pointing Teaching activities: shapes and position, out the position, + Around the classroom and recognize orientation in spatial orientation: (things above - below, right cubes the space: up- above - below, right - left, ) shapes of down, right- left, front - back, in + Which part of the body some flat left, front and the middle (head, arms, legs, eyes, ) is and back- in the - Give examples of above-below, front-to-back, simple middle position, orientation shapes in space: top-bottom, + Tell a story about going to right - left, front - buy pizza at the back, middle supermarket - Correct the location + Visit the toy store and of objects indicate the locations of objects in the store 1.3.2 Content of development curriculum for Mathematics at the primary level 1.3.2.1 Content Mathematics development curriculum in primary school level 1) Analyze specific school contexts and conditions 2) Orientation to adjust the structure of teaching content in mathematics in the primary level 3) Develop a plan to adjust the -level math teaching content 4) Renovate methods and forms of organization for primary math grade assessment testing 5) Design, implement and evaluate curriculum of Mathematics at the primary level 1.3.2.2 Content of Mathematics development curriculum grade level 1) Curriculum development principles in Math at grade level 2) The main activities that need to be implemented in the classroom-level Mathematics education instruction 3) Curriculum development process in Math at grade level 1.4 In terms of skills for adapting to Mathematics curriculum development at at primary level 1.4.1 Identify difficulties and challenges In the face, primary teachers encounter challenges when performing the above tasks: - The viewpoint ensures the openness leads to the teaching curriculum with new features that require the teacher to demonstrate the capacity and experience in teaching organization - The curriculum of primary education is an open curriculum, so it only stipulates the teaching time of Mathematics at the primary level in the year, does not specify the time to each week, so teachers together with the professional team must actively build and adjust the teaching planning in accordance with the situation of the school - For each lesson, for each unit of knowledge in the Math curriculum at the elementary level, the teacher is flexible in changing objectives, orienting content, choosing teaching methods to appropriate teaching activities in accordance with the pace of acquisition, students' levels and needs to learn math, class size, facilities conditions for learning activities - The trend of curriculum development changes very quickly, there are many new achievements of educational science that need to be added in time to the curriculum development, so teachers cannot ignore or resist the change but need to prepare the mind for adaptation - One of the other difficulties that teachers face is curriculum evaluation and curriculum implementation Teachers need to look back and evaluate the curriculum in the curriculum development process in order to then review, adjust, and improve the curriculum to suit the reality of primary school 1.4.2 Demonstrations of adaptive skills need to equip students - Identify difficulties and challenges when curriculum development through analyzing curriculum of Mathematics at the primary level - Initially, the assessment of the curriculum of Mathematics at the primary level has been developed in the following aspects: deepening, expanding and novelty - Change the curriculum of Mathematics for Mathematics in accordance with the specific conditions of the school - Establishment of teaching plan for Mathematics at the primary level with curriculum has been changed - Managing the change of curriculum in Mathematics at the primary level 1.4.3 Compare math curriculum content access with math curriculum competency access If curriculum aims to simply imparting knowledge to answering the question "After completing the program, what students know?" The program aims to develop the qualities and competencies of learners will have to answer the question: "After completing the program, what can students do?" Therefore, the new approach leads to a change in the elements of the curriculum of Mathematics Example 1.6 Comparing the content Geometry in the knowledge circuit Geometry factor (Grade 1) according to the content approach and Intuitive geometry in the knowledge circuit Geometry and measurement (Grade 1) according to the competence approach With the geometry content of the two programs, ask students to draw the similarities: Equip knowledge of flat geometry for students at the level of identification and practice The difference is: Content-based curriculum has the following sets of knowledge: points; straight segment; points inside and outside of figures; practice drawing straight lines, but for the program according to the competency approach, this content is not available 1.5 Training the skills the adaptative to Mathematics curriculum development at the primary level for students of primary education 1.5.1 Purpose of training In order to help students of primary education adapt to the changes of curriculum at the national level, adapt to the Mathematics curriculum development at the local level, at the school level and especially at the classroom level through the proficient implementation of skills 1.5.2 Content of training 1.5.2.1 Mathematics curriculum analysis skills at the primary level Mathematical analysis skills at the primary level have a role to help primary teachers: Understand the overall structure and structural characteristics of the curriculum; knowing the objectives and basic contents of each knowledge circuit, the relationship between knowledge circuits and seeing the role, position and meaning of each knowledge circuit; knowing the position of the content and teaching periods in the curriculum system and the relationship between them; understand the required level of knowledge and skills in each chapter, each part to each lesson; discovered the pedagogical intentions of curriculum [93] In addition, analyzing the curriculum of Mathematics can also help students analyze modern math bases of teaching mathematics in primary s to understand the meaning and nature of scientific knowledge that is shown to become knowledge regulations in curriculum and textbooks need to be taught, it is necessary to screen scientific knowledge with the impact of social communities: curriculum researchers, mathematicians, educators, (also called knowledge's program) Example 1.9 Solve the problem in primary -level: Write the appropriate value for the expression in a blank cell: 𝑚 2020 × 𝑚 Instructions for students to point out the mathematical basis of this problem is the mapping (function) 𝑓: 𝐴 → ℕ determined by the formula f ( m ) = 2020 m in it A = 2, 3, 4, 5 Pointing out the map helps students to better understand the nature of the mapping concept and know how to recognize the thought of "functional correlation" in the content of curriculum and math textbooks in math problem From there, instruct students to choose rehearsal activities for students to use the language of mathematics and common language to receive (listen, read) and express (speak, write) math ideas as well as show evidence, method and results of arguments 1.5.2.2 Skills for assessing Mathematics curriculum at the primary level From the perspective of assessing the curriculum of Mathematics at the at the primary level, it is the collection of information about the curriculum, systematic activities, in a process to test an aspect or the whole of curriculum: objectives, content, duration, execution conditions to make necessary decisions for the curriculum in terms of depth, expansion, novelty Example 1.10 Evaluate the knowledge circuit to solve math problems with text in curriculum of Math 2000, particularly in grade 1: Not consistent with the perception of students in grades 1, 2, 3; Students have difficulty writing solutions to problems and math units The curriculum focuses on how to present a math problems without focusing on the meaning and application of operations "addition" in reality 1.5.2.3 Skills to adapt the Mathematics programs at elementary level to suit specific conditions Based on the main activities Math curriculum development of the primary level, we realize that students need to have skills to change the elements of the Math teaching process on the basis of analyzing the situation and evaluating the Math curriculum at primary level: a) The skill of defining goals: The changing of the goals here is that students need to identify and present the behavioral indicators (level) needed to achieve after each lesson to work towards the formation of what competencies for students? Therefore, to define goals, students determine the competencies that need to be formed for pupils, the requirements need to be met through behavioral indicators Example 1.11 Addition problems 14 + (Math 1, Kite Book Set) goals: - Say how to addition 14 + - Write the addition 14 + - Perform the addition problem in the range of 20 horizontally and vertically - Mentally add up some simple calculations - Forming the capacity of mathematical thinking and reasoning, the capacity to solve mathematical problems, the capacity to communicate in mathematics b) Skills to select teaching content according to identified objectives: Students need to have skills to choose the content of teaching Mathematics to suit the objectives of the curriculum of Mathematics which have been identified, in accordance with the conditions of the 's facilities, the conditions of teachers and students, parents and students' awareness Example 1.12 With the topic of teaching Numbers in the range of 10 (Math 1), the teacher can choose the teaching content on the basis of analyzing the situation of the facilities and awareness of students: - Option 1: Lesson: Numbers 0, 1, 2, 3, 4, 5; Lessons: 6, 7, 8, 9, 10 - Option 2: Lesson: Numbers 1, 2, 3; Lesson: Numbers 4, 5; Lesson: Number 6; Lesson: Number 7; Lesson: Number 8; Lesson: Number 9; Lesson: Number 10 - Option 3: Lesson: Numbers 1, 2, 3; Lesson: Numbers 4, 5, 6; Lesson: Numbers 7, 8, 9; Posts: Number 0; Lesson: Number 10 c) Skills to choose teaching methods and forms of teaching organization in Mathematics: When starting to conduct teaching activities, students need to base themselves on the following conditions to choose traditional teaching methods and active teaching methods based on understanding the specific objectives of each lesson, and students can classify the types of lessons corresponding to the teaching methods Example 1.15 Lesson "Number 1, 2, 3" (Math 1, Kite book) or lesson "Rectangles Quadrangles" Math textbook with the support of visual methods will be better For the problem "Solving with two calculations" in Math Textbook (2006), the lesson "Reducing fractions" or the problem "Adding two fractions other than denominators" in Math Textbook (2006), it is not necessary to use figures visual images to support students in finding solutions; form of practice and practice can use practical teaching method - practice, differentiated teaching method, For example: "Practice" and "Practice" or "Review at the end of the year" in Math textbooks of the classes d) Skills of using information technology and modern teaching equipment in teaching Mathematics at the primary level: Mathematics curriculum has increased the use of information technology and teaching facilities modern With the knowledge learned, students can practice designing e-lectures, know how to exploit and use the Internet in combination with teaching software such as Violet, FreeMind, iMindMap, Maple Example 1.24 In the activity of creating excitement in the direction of forming the capacity of the lesson: Subtraction within (Math 1), the teacher organizes the students to watch the video "picking apples on the tree" (Video shows the image of a branch with fruits apple, teacher uses effect to pick one fruit) 1.5.2.4 Planning skills to teach Mathematics at the primary level The skill to formulate the planning of teaching Mathematics at the primary level is one training Mathematics curriculum development at the primary level of the pedagogical s training primary education has been interested, spent a lot of time, but there is no training process, specific training leads to low efficiency CONCLUSION OF CHAPTER Content of Chapter has contributed to clarify the oretical and practical bases of adaptive skills training activities with the Mathematics curriculum development at the primary level for students of primary education: Developing Mathematics curriculum at the primary level is a regular, continuous and continuous process in accordance with the trend of socio-economic - political development in a specific historical period of each country The perspective of building the curriculum of Maths 2018 is a new direction that allows s, teachers and students to be proactive, flexible and flexible in the development of the level curriculum based on appropriate national and local curriculum Adaptive skills the Mathematics curriculum development at the primary level include the basic elements: Knowledge of Mathematics to adapt to curriculum development; the degree of teacher activeness in curriculum development; degree of flexible application Adaptive skills to the Mathematics curriculum development at the primary level include the following components: Analyzing curriculum of Mathematics at primary level; assess; planning the curriculum and the change management of Mathematics curriculum at the primary level The formation and training of students in primary education adaptive skills to curriculum development is meaningful and necessary with many different ways Chapter is a re-account of the paper's main findings [57], [93] Chapter MEASURES FOR TRAIN THE ADAPTATIVE SKILL TO MATHEMATICS CURRICULUM DEVELOPMENT AT THE PRIMARY LEVEL FOR STUDENTS OF PRIMARY EDUCATION 2.1 Rationale for proposed measures 2.1.1 Rationale for adapting skills to Mathematic curriculum development at the primary level 2.1.2 Results of the survey on the situation of skills adapted to Mathematic curriculum development at the primary level for students of Primary Education 2.1.3 Educational objectives at pedagogical universities 2.1.4 Output standards in the bachelor's degree of Primary Education 2.1.5 University teaching process for students of Primary Education 2.1.6 Innovation orientations of general education program in Mathematics 2.2 Measures for train the adaptative skill to mathematics curriculum development at the primary level for students of primary education 2.2.1 Measure Equip knowledge of programs and program development, subjects in general and Mathematics in particular, help students understand the relationship of level between programs and psychological preparation, appropriate attitude 2.2.1.1 Objectives of the measure 2.2.1.2 Significance of the measures 2.2.1.3 Contents of the measure a) Content Equip students with basic knowledge about the concept, classification, process of development of curriculum Activity Learn the concept of teaching curriculum and develop the teaching curriculum Activity Types of general educational curriculum and development of general 11 educational curriculum Activity Introduction to the process of developing educational curriculum For activity 1, based on the results of discussion of groups of students to understand the concept of curriculum and education development: - The educational program is a combination of experiences and activities organized in a certain pedagogical environment in order to form and develop in students intellectual, ethical, aesthetic, physical and labor competencies It shows the educational goals that students need to achieve in a specified period of time, and at the same time clearly identifies teaching content, teaching methods and forms, and forms of learning results evaluation as well as the conditions for achieving established educational goals - Educational program development is the process of planning and guiding learners' learning (including activities inside and outside the classroom) conducted by the training unit For activity 2, the general trend of many countries with developed education, the federal countries often organize the construction and development of educational institutions in the direction of decentralization, usually 03 levels: 1) national educational program; 2) Local educational program; 3) Curriculum of the school - this is the curriculum that governs the drafting of the teaching plan of each teacher Local curriculum and curriculum are actually concretize, flexibly and flexibly apply the national curriculum to suit the specific characteristics and circumstances of the locality and the school For activity 3, review the basic information and refer to the results of the group discussions, introduce the process of educational development with the following steps [46], [62]: Analyze the situation Design the educational targets Evaluate the curriculum Implementing curriculum Design curriculum After giving the curriculum development process, the teacher divided the class into five groups and asked the groups to analyze each step of the curriculum development process b) Content Process analysis and curriculum development activities at primary For example, for group performance: Analyze the primary school situation: Instructors suggest an option for students to analyze the school situation according to SWOT model: Strengths (Strengths) Weaknesses (Weakness) Facilities (quantity, quality, ) Teacher (Education, structure, capacity, ) Pupils (Population, gender, characteristics, needs, abilities, ) 12 Opportunities (Opportunities) Threats (Threats) Results of implementing the educational plan of the previous year (limitations, advantages, ) c) Content Developing the general education program towards competency Activity The general education program towards competency Activity Learn the concept of education development in primary s in the direction of approaching competency Activity Process of education development of primary s towards capacity 2.2.2 Measure Train students in analyzing math curriculum at elementary level to identify program innovations while anticipating new factors that arise from local, -level curriculum development for quick responses 2.2.2.1 Objectives of the measure 2.2.2.2 Significance of the measures 2.2.2.3 Contents of the measure a) Content Analyzing the perspective of building curriculum, objectives and structure of curriculum in Mathematics at the primary level 2018 Activity Guide and organize for students to analyze the perspectives to build the high education program Activity Guide and organize for students to analyze the goals of the curriculum of primary Mathematics and the curriculum of Mathematics at the primary level, the required requirements and the mathematical competency Example 2.1 For the curriculum goal, each group of students select a specific text in Math to build proof of of a specific capacity Capability Requirements Shown in lesson Evidence need to reach - Ability to solve math problems - Mathematical communication ability - Recognize See pictures and write the meaning of the appropriate addition calculation: - Able to perform addition for numbers bellow 10 - Observe the page and visualize the situation: In the tank there are fish, then more fish - Refer appropriate calculation in the figure (involves addition) - Write the appropriate calculation for the picture in the box (6 + = 7) - Check the results Activity Instruct students to analyze the structure and characteristics of Mathematics curriculum in the form of students studying in groups during self-study hours and students' groups report their products to class Activity Compare the curriculum of primary Mathematics at the current primary level (access to the content) with the curriculum of primary Mathematics at the primary level (access to the competency) Activity Presenting the factors that are considered to be the core of the curriculum of advanced education in Mathematics, for example b) Content Instruct students to exploit the content of the curriculum of Mathematics at the primary level installed in the textbooks to respond to a curriculum of many textbooks and enhance pedagogical transformation Activity Students can identify modern Mathematics knowledge shown in Mathematics curriculum at the primary level Teachers can organize clubs for students to discuss the topic: Addition of two natural 13 numbers The lecturer raises a number of issues for students to discuss when they finish studying natural number theory (see [22]): Issue "Addition of two commutative natural numbers" is a theorem or a definition in mathematics? Issue Using the set number tools, prove the commutative property of adding two natural numbers Issue In today's math math program, how does the teacher form the commutative properties of the addition of two natural numbers for students? In your opinion, what difficulties or obstacles will we face when introducing this property to primary students? Issue The formula + = is a mathematical definition or theorem Issue The definition of the addition of two natural numbers in mapping language and the adjacent natural number is presented Using that definition to prove + = Issue Which visual symbols should be chosen to illustrate + = for primary students Summary of lecturers' reports in the science series for students of primary education: About an introduction to the definition of natural numbers [22] After each lesson of basic math modules, teachers can propose a number of exercises in different forms (self-essay or objective test) Activity Analyze the manifestations of the curriculum into the content of Math textbooks in primary Each knowledge unit in the curriculum is shown by the authors into the textbook to help construct knowledge systematically and scientifically To prepare to design effectively lectures, students need to grasp the topics / contents of the curriculum installed in each lesson of the textbook Expected results: Students give general comments about the content Comparing numbers within 100 with the requirement is to know how to compare and order numbers within 100 (in groups of no more than numbers): - Most textbooks show this content into lessons: More - Less – Equal; Greater than, >; Smaller, ,