Đề xuất các hoạt động đặc trưng trong trải nghiệm giải quyết vấn đề môn Toán ở trường trung học phổ thông

Tóm tắt

In the context of the 2018 General Education Curriculum with a focus on enhancing experiential learning for students, clarifying the nature of experiential learning in mathematics teaching and the characteristic activities of problem-solving experiences has not yet been systematically explored. This paper uses a theoretical research method through the analysis and synthesis of philosophical, psychological, pedagogical, and mathematical education perspectives, as well as domestic and international research works, to build a scientific basis for the research problem. The study has developed the concepts of “experiential learning in mathematics teaching in high schools” and “problem-solving experiences in mathematics in high schools”; and simultaneously identified a system of characteristic activities in problem-solving experiences in mathematics in high schools. The research results contribute to supplementing the theoretical basis of experiential learning in mathematics, clarifying the role of the experiential environment and guiding students to focus on characteristic activities in problem-solving experiences in mathematics at the high school level.