Năng lực đặt bài toán của sinh viên ngành Giáo dục tiểu học: Nghiên cứu thực trạng nhận thức, hoạt động phát triển và các yếu tố ảnh hưởng

Tóm tắt

Mathematical problem posing is an essential competence for pre-service primary teachers to meet the requirements of innovative mathematics teaching in primary schools. However, the number of studies on this competence in Vietnam is still limited. This article uses a quantitative research method through data collection via questionnaires on 176 pre-service primary teachers to study the current state of students’perceptions, development activities and influencing factors of problem-posing competency. The results show that they recognize the important role of this competence in mathematics teaching; however, their understanding of the concept and its application is still incomplete. Furthermore, while these pre-service teachers have participated in some activities to develop problem-posing competence, these activities lack a systematic approach. The study also indicates that factors related to the pre-service teachers themselves significantly influence the development of this competence, while the role of the students has not been fully recognized. The research findings contribute to the proposal of measures to improve problem-posing competence in primary school teacher training.