Thực trạng kết nối toán học trong dạy học các yếu tố giải tích (Toán 12): Kết quả phân tích nhân tố khám phá từ khảo sát giáo viên
Tóm tắt
In the context of competency-based mathematics education, mathematical connections play an important role in helping students relate and apply mathematical knowledge. This study aims to examine teachers’ perceptions of mathematical connections in teaching Grade 12 calculus topics at upper secondary schools in Can Tho City, Vietnam. Data were collected from 93 mathematics teachers using a questionnaire comprising 13 observed variables measured on a five-point Likert scale. The data were analyzed using descriptive statistics, Cronbach’s Alpha, McDonald’s Omega, and exploratory factor analysis (EFA). The results indicate that teachers have positive perceptions of the role of mathematical connections. The EFA identified three factors: (1) the practice of mathematical connections in teaching Grade 12 calculus topics; (2) perceptions and beliefs about mathematical connections; and (3) difficulties and needs related to developing mathematical connections. The three factors were positively correlated while maintaining discriminant validity, with the strongest correlation observed between teachers’ perceptions and beliefs and their practice of mathematical connections. Despite their positive perceptions, teachers reported difficulties related to instructional materials, the design of teaching situations, and the conditions required to support the development of students’ mathematical connection competency. The findings provide an empirical basis for proposing teacher professional development measures and improving the teaching of Grade 12 calculus in the direction of developing students’ mathematical connection competency.
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