Dạy học giải toán có lời văn theo hướng phát triển ngôn ngữ toán học cho học sinh tiểu học

Tóm tắt

Word problem solving is an important component of primary mathematics education and offers significant potential for developing students’ mathematical language. However, many students still encounter difficulties in learning this content, partly because instructional practices have not adequately emphasized mathematical language development. Based on a theoretical review of mathematical language and related studies, this article analyzes opportunities and proposes instructional approaches to develop students’ mathematical language through George Polya’s four-step problemsolving process in teaching word problems at the primary level. The findings indicate that each step of the problem-solving process can support the development of mathematical language through activities involving reading comprehension, representation, mathematical expression, and solution presentation. The study provides a reference basis for teachers in organizing word problem instruction toward the development of mathematical language for primary school students.