Nhận thức, thực hành, khó khăn và nhu cầu hỗ trợ của giáo viên Toán trung học cơ sở trong bồi dưỡng tư duy đại số cho học sinh

Tóm tắt

In the context of Vietnam’s 2018 General Education Program, fostering students’ algebraic thinking has become a key objective of lower secondary mathematics education. Understanding teachers’ perceptions and instructional practices is therefore essential for improving the implementation of this goal. This study aimed to investigate lower secondary mathematics teachers’ perceptions, instructional practices, challenges, and professional support needs in fostering students’ algebraic thinking. A cross-sectional descriptive survey was conducted with 398 teachers using a five-point Likert-scale questionnaire. Data were analyzed using descriptive statistics, Cronbach’s alpha, and the Friedman test. The results indicated that teachers demonstrated a relatively high level of awareness regarding the importance of algebraic thinking (M = 4.178). However, the extent to which this awareness was reflected in lesson design (M = 3.944) and classroom implementation (M = 3.949) was comparatively lower. Teachers also reported considerable challenges in designing learning activities, organizing instruction, and assessing students’ algebraic thinking, together with a strong need for practical examples, instructional resources, guidance on classroom implementation, and assessment criteria. The findings provide empirical evidence to inform the design of professional development programs and support strategies for enhancing mathematics teachers’ capacity to foster algebraic thinking in lower secondary education.