Phát triển kiến thức nội dung toán học trong đào tạo giáo viên Toán: Phân tích chương trình và định hướng bồi dưỡng năng lực giảng dạy

Tóm tắt

In the context of implementing the 2018 General Education Program, teachers' Mathematical Content Knowledge (MCK) plays a crucial role in developing students' competencies. This study aims to analyze the structure of MCK in teacher training programs by comparing the Calculus curriculum of three key pedagogical universities (in Hanoi, Hue, and Ho Chi Minh City) with the Derivatives content in the new Mathematics textbook series (“Connecting Knowledge with Life”- GEP2018). The study employs a content analysis method based on a five-component MCK theoretical framework (Conceptual, Procedural, Structural, Applied, and Advanced knowledge). The findings reveal that current training programs are highly proficient in delivering advanced academic and procedural knowledge; however, there is a significant limitation in applied knowledge and, most importantly, in the capacity for didactic transformation - bridging academic mathematics with generalschool mathematics. The integration of technology and practical classroom modeling also remains underdeveloped. Consequently, the study proposes restructuring specialized mathematics modules to strengthen didactic connections and developing practice activities based on real classroom situations, thereby enhancing the overall effectiveness of mathematics teacher education.