Thiết kế tình huống dạy học khái niệm “nguyên hàm” (Toán 12) nhằm phát triển năng lực giải quyết vấn đề toán học cho học sinh

Tóm tắt

Mathematical problem-solving competency is one of the five components of mathematical competence, stipulated in the 2018 General Education Program for Mathematics. Designing appropriate teaching situations would create opportunities for students to develop their mathematical problem-solving ability, while helping them to actively learn and explore knowledge. With the topic “Antiderivatives” in the Math 12 program, students often struggle with understanding the nature of concepts, calculation formulas and solving problems with practical elements. This study presents and analyzes some viewpoints on mathematical problem-solving ability and teaching situations, thereby proposing a process for designing math teaching situations to develop students' mathematical problem-solving competency and illustrating the process for designing teaching situations for the concept of “Antiderivatives” (Math 12). To develop students’ ability to solve mathematical problems, teachers need to choose teaching situations that are related to reality, suitable for their cognitive level and close to the students. In addition, teachers also need to create a positive learning environment to promote students’ initiative and creativity.