Dạy học Toán trung học cơ sở dựa trên bối cảnh văn hóa địa phương cho học sinh vùng Tây Bắc

Tóm tắt

In the context of the 2018 General Education Curriculum, which emphasises the development of learners’ qualities and competencies and the stronger connection between school knowledge and everyday life, the use of local cultural contexts in secondary mathematics teaching is of practical significance, particularly in culturally rich regions such as Northwest Vietnam. This article develops a theoretical foundation and proposes a competency framework for lower secondary mathematics teaching based on local cultural contexts in the Northwest region. The findings clarify the concept of mathematics teaching based on local cultural contexts and analyse the potential for transforming selected cultural practices and symbols of Northwest Vietnam, such as brocade patterns, terraced fields, water wheels, periodic markets, folk games, and local units of measurement, into mathematical learning tasks. On this basis, the article proposes a competence framework consisting of five component competencies for teachers and three component competencies for students in mathematics teaching associated with local cultural contexts. The study provides a theoretical basis and an initial frame of reference for lesson design, the development of survey instruments, the organisation of teaching activities, and the assessment of students’ competence development in secondary mathematics teaching linked to the cultural characteristics of Northwest Vietnam.