Quản lí dạy học môn Toán ở các trường tiểu học tỉnh Nghệ An theo tiếp cận CIPO: Một nghiên cứu thực trạng

Tóm tắt

In the context of implementing the 2018 General Education Curriculum in Vietnam, the management of Mathematics teaching activities in primary schools needs to be innovated toward competence-based education. This study aimed to investigate the current situation of managing Mathematics teaching activities in primary schools in Nghe An province based on the CIPO approach (Context – Input – Process – Output). The study employed a mixed-methods design, combining questionnaires, interviews, and professional document analysis with the participation of 371 educational administrators and 4,899 primary school teachers. The findings revealed that the management of Mathematics teaching activities has shown several positive changes in teacher management, instructional goal development, professional learning activities, and support for students’ self-learning. However, some limitations remain, including heavy dependence on textbooks in school curriculum development, limited innovation in teaching methods and competency-based assessment, and insufficient adaptation to digital transformation. The study contributes practical evidence for applying the CIPO approach in managing Mathematics teaching activities in primary schools and provides a scientific basis for proposing measures to improve the quality of Mathematics teaching in response to current educational reform requirements.