Ảnh hưởng của niềm tin toán học lên chiến lược giải toán nội dung “Tích vô hướng của hai vectơ” (Toán 10) đối với học sinh trung học phổ thông
Tóm tắt
Students’ beliefs about the nature of mathematical knowledge have been increasingly recognized as a key factor influencing learning processes and problem-solving behaviors. In the context of educational reform in Vietnam, which emphasizes the development of competencies and qualities, examining the relationship between mathematical beliefs and learning strategies is particularly meaningful, especially for topics that bridge algebra and geometry. Grounded in the Theory of Didactical Situations, this study investigated 35 high school students and found that mathematical beliefs significantly shape problem-solving strategies: rigid beliefs foster procedural approaches and withdrawal when facing conflicts, whereas flexible beliefs promote knowledge construction and strategic adaptation. These findings suggest directions for designing learning situations that nurture positive mathematical beliefs, thereby enhancing the effectiveness of mathematics teaching and learning.
Tài liệu tham khảo
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