Xây dựng rubric đánh giá quá trình tái khám phá kiến thức theo lí thuyết giáo dục toán học gắn với thực tiễn (RME) trong dạy học nội dung “Quy tắc nhân” (Toán 10)

Tóm tắt

In the context of educational reform oriented towards developing students' qualities and competencies, the assessment of the learning process is increasingly emphasized. Realistic Mathematics Education (RME) theory emphasizes the process of students rediscovering knowledge through the mathematization of real-world situations; however, there is still a lack of systematic tools for evaluating this process. This research has identified four assessment criteria: understanding real-world situations, building a specific model (model-of), building a general model (model-for), and formalizing knowledge; and has constructed a rubric with four levels of performance: Needs Effort - Achieved - Fair - Good. Based on this general rubric, the research has specifically developed an assessment rubric for teaching the content of “Multiplication Rule” (Mathematics 10) through a five-step teaching process according to RME theory. This paper contributes to supplementing the theoretical basis for combining RME with process assessment in mathematics teaching and suggests directions for developing similar assessment tools for other mathematical contents.