Kiến thức của giáo viên trong dạy học cấp số cộng và cấp số nhân: Tiếp cận từ “Cơ sở tri thức cho hoạt động dạy học của giáo viên” của Lee Shulman

Tóm tắt

The topics of arithmetic and geometric sequences in Grade 11 Mathematics not only play an important role in developing algebraic thinking and mathematical modeling competencies, but are also closely associated with various real-life contexts such as population growth, compound interest, and financial forecasting. Based on the document analysis method and grounded in Lee Shulman’s PCK theoretical framework as well as extended studies on MKT and MPCK, the author proposed an analytical framework consisting of two main components: content knowledge (CK) and pedagogical content knowledge (PCK) in teaching this topic. The research results indicate that teachers not only need to understand the mathematical nature of arithmetic and geometric sequences, but also need to know how to organize activitiesfor discovering patterns, use multiple mathematical representations, anticipate students’ misconceptions, and connect knowledge with real-life contexts. Accordingly,recommendationsforthe training and professional development of mathematics teachers were proposed. Future studies may further deepen and experimentally evaluate the effectiveness of the proposed framework for teaching arithmetic sequences, geometric sequences, and other mathematics teaching contents. This study provides theoretical and practical foundations for improving the quality of teaching arithmetic and geometric sequences in particular, and for enhancing the professional competence of mathematics teachers in general.