Đề xuất các biện pháp bồi dưỡng tư duy đại số cho học sinh trung học cơ sở

Tóm tắt

Fostering algebraic thinking among lower secondary school students has become a key objective of contemporary mathematics education to promote higher-order thinking and problem-solving competencies. However, selecting and implementing appropriate instructional strategies remains a significant challenge for teachers. Drawing on a literature review and an analysis of the 2018 General Education Curriculum and lower secondary mathematics textbooks, this study proposes a system of instructional measures for developing students’ algebraic thinking. The findings identify four core components of algebraic thinking: structural generalization, representation of mathematical relationships, algebraic reasoning and manipulation, and algebraic modeling. Based on these components, six instructional measures are proposed: identifying patterns and generalizing regularities, diversifying mathematical representations, promoting mathematical communication and reasoning, integrating visual technologies, fostering metacognitive practices, and innovating formative assessment. Each measure is presented in terms of its objectives, implementation procedures, illustrative examples, and pedagogical significance. The proposed system provides a practical reference for teachers in designing learning tasks to foster students’ algebraic thinking and offers a foundation for future empirical studies to examine the effectiveness of these instructional measures in classroom practice.