Các quan điểm tiếp cận mô hình hóa toán học và khả năng vận dụng vào thực tiễn dạy học toán ở Việt Nam
- Từ khóa:
- Mathematical modeling
- competence
- student
- Vietnam
Tóm tắt
Research on mathematical modeling has been gaining traction in many countries, including Vietnam, evidenced by the increasing number of relevant books and articles. Moreover, these publications reveal various approaches to mathematical modeling and its relevant concepts. The diversity of perspectives on mathematical modeling in mathematics education is reflected in the existence of multiple definitions of mathematical modeling, various proposed modeling cycles, and extensive discussions on the nature of questions used in teaching modeling. These variations pose significant challenges to the implementation of mathematical modeling instruction in schools. Through the method of analysis and synthesis of relevant literature, this study explores several approaches to teaching mathematical modeling in mathematics education, with particular emphasis on clarifying two perspectives: viewing mathematical modeling as a tool for teaching mathematics and as a goal of mathematics instruction. The study also offers recommendations for the application of mathematical modeling in teaching mathematics at the secondary school level in Vietnam.
Tài liệu tham khảo
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Alridha-Jilawi,.A S., & Abd Alsharify, F. H. (2022). Review of mathematical modelling techniques with applications in biosciences. Iraqi Journal For Computer Science and Mathematics, 3(1), 135-144.
Barbosa, J. C. (2009). Mathematical modelling, the socio-critical perspective and the reflexive discussions. Mathematical applications and modelling in the teaching and learning of mathematics, 133-144.
Blum, W. (2011). Can modelling be taught and learnt? Some answers from empirical research. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in the teaching and learning of mathematical modelling - Proceedings of ICTMA14 (pp. 15-30). New York: Springer.
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