MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION DO THI PHUONG THAO DEVELOP MATHS SELF-STUDY SKILLS FOR PEDAGOGICAL PRIMARY EDUCATION UNIVERSITY STUDENTS Speciality: Mathematical theory and teaching methods Code: 62.14.01.11 SCIENCE EDUCATION PhD THESIS SUMMARY HÀ NỘI – 2013 1 The Thesis was completed in: Mathematics and informatics department, Ha Noi national university of education Advisors: 1. Junior Prof. Dr. Vũ Quốc Chung 2. Dr. Lê Tuấn Anh Reviewers 1: …………………………………………………… …………………………………………………… Reviewers 2: …………………………………………………… …………………………………………………… Reviewers 3: …………………………………………………… …………………………………………………… The thesis will be defended at Hanoi national university of education Date : ………………………………………………………………. The thesis is available at: 1. Library of Hanoi national university of education 2. Library of Hai Phong university 2 FOREWORD 1. REASON Training qualified human resources to meet the increasing demands of society becomes urgent mission of the Education and Training sector. Therefore, breakthrough solutions need to be created in teaching methods by turning the training process into the self-training process. To do so, trainees should know “what” and “how” to take the initiative to acquire knowledge. Resolution of the Government on the basic and comprehensive innovation in universities training in Vietnam (2006 - 2010) clearly stated that universities need to “develop and implement a roadmap to change annual training into the form of subject complement, paving the way for students to gain the knowledge". The form of subject complement will partially turn training process into self-training process in universities, making students self-studying, active and creative. To innovate methods of teaching and learning in college and implement the form training of subject complement, we need to pay special attention to the strengthening of self-study of students, building active and regular self-training skills. World Bank calls the twenty-first century as the era of Skills Based Economy. Universities in developing countries always put soft skills training priorly. In reality, 85 percentages of successful person have soft skills. Self study skills play a key role in solf skills. Solf skills are specially essential with students in Falculty of Elementary Teachers’ Training (ETT), and Maths is very important in ETT program. If students are aware of the important role of self-study and have measures to train and develop self-learning skills in maths, the training will gain double effection. It not only improves training qualification but helps the students to get skills of self-study and devote their whole lives for work. At the same time, they are the people whose directly guide and have effect on the 3 formation of soft skills for students at the age of building human behaviour - elementary students. Education will get higher efficiency if the training process is turned into self-training process. Although many students initially had awareness of the meaning of the "self-study" but have limitation in process due to the lack of a scientific guidance. The survey results show that "self-study" - forming the active skills to dominate the knowledge - must be guided by the method of scientific guidance and real experience. Starting from the above-mentioned reasons, we have chosen the title: "Developing maths self-study skills for students in ETT in the universities". 2. PURPOSES Give some specific measures to develop maths self-study skills for students in ETT in the universities, contributing to improvement of the qualification of teachers in ETT. 3. OBJECTS AND SCOPES 3.1. Objects Some measures in developing maths self-study skills for students in ETT in univesities. 3.2. Scopes Reserch on maths self-learning study skills (mainly base on some modules: Introduction to statistical theory, Mathsematics 1, Mathsematics 2, Methods of teaching Mathsematics in Primary School) for students in ETT. 4. HYPOTHESIS If there are pedagogical methods to develop maths self-study skills basing on the criteria for evaluating the degree of maths self-study skills, 4 the level of maths self-study skills of students will be enhanced, which contribute to improve the quality of ETT. 5. TASKS Systematize and establish the scientific and practical basis for the development of maths self-study skills of ETT students; survey on the level and development of maths self-study skills of ETT students in ETT faculty of some univesities; proposes some specific measures to develop students' maths self-study skills in ETT faculty; clarify the feasibility and effectiveness of the subject. 6. METHODS To complete the research and achieve above purposes, we use the following main research methods: theory research method; survey – investigation – synthesis method; experimental pedagogy method. 7. THE CONTRIBUTIONS OF THE THESIS Contribute to theory of universites’ training measure and practical basis on necessary to improve maths self-study skills for ETT students. Elucidate the expression in maths self-study skills of ETT students; the differences between practical and theoritical in maths self-study and between maths self-study focused training and non focused training. Build the criteria for evaluating the level of maths self-study skills of ETT students. Propose five pedagogical measures to contribute to the development of maths self-study skills of ETT students. 8. THE PROTECTED POINTS The guidance and organization for students to self-study, research and actively gain knowledge are a practical, effective and urgent works. The guidance and organization for students to self-study, research, actively gain knowledge and directly join in training progress have not been paid attention enough neither theory nor practice. The application of 5 the measures to develop maths self-study skills for students will contribute to the training content and method renewal of ETT students following the orientation of turning training into self-study training. 9. STRUCTURE OF THE THESIS Thesia includes: Introduction, Content and Conclusion. The content of the thesis consists of three chapters: Chapter 1: Theoritical and practical basis; chapter 2: The measures of development maths self-study skills for ETT students; chapter 3: Pedagogical practice. Chapter 1 THEORETICAL AND PRACTICAL BASIS 1.1. Historical overview 1.1.1. The researches in the world 1.1.2. The reseaches in Vietnam 1.1.3. Some conclusions In general, the above authors have studied the problem in many ways such as: Self-study is current requirement and necessity for all ages; dialectical relationship between objective and subjective factors in self- study progress. . . However, until now, according to the materials that we accessed, the authors have not mentioned the profound issues such as: developing specific criteria for self-study skills; practical and theoritical maths self-study differences; dishtinguishing between promotion and non- promotion ofmaths self-study skill teaching basis; assessing maths self- study levels of ETT students; proposing measures to practice self-learning and self-study of ETT students… Therefore, our research focuses on objects of students on ETT faculty. 1.2. Scientific basis of self-study 1.2.1. Philosophical basis 1.2.2. Psychological basis 6 1.2.3. Pedagogical basis 1.3. Self-study activities in some active teaching methods We reseached self-study activities taken place in four teaching methods towards encouragement learner's activities as below: 1.3.1. Self-study in teaching detecting and solving problems 1.3.2. Self-study in teaching from the point of tectonic theory 1.3.3. Self-study in teaching group activities 1.3.4. Self-study in teaching exploration * Some assessment of self-study in outlined teaching methods. Above teaching methods have some advantages and encourage students to develop their own maths self-study skills. However, they also have some limitations in practice: the methods themselves are not completely independent but interactive. It made dificult for teachers to use the teaching methods effectively in a positive way. . . 1.4. The concept of study and self-study 1.4.1. The concept of study From the point of view of the authors, we believe that: “core of study is self-study which is the process of internal development, the objects of self-expression and transformation, self-enriching by receiving, processing and transforming outside to inside information of their owns". 1.4.2. The concept of self-study 1.5. Maths self-study skills 1.5.1. Skills and abilities There are three basic views on skills. In the course of the study, we approach the concept of antigen according to the second point, typically the views of the author Dang Thanh Hung: "Skill is a form of self-made action based on knowledge of work, mobility and other psychological- biological conditions of individuals such as needs, emotions, positive 7 behaviour. . . to achieve the purpose or specified criteria, or how successful standard or regulation "[40, tr.25-27]. 1.5.2. Maths self-study skills system According to the general understanding of the skills, refering to the research, we divided the maths self-study skills into 35 components and two groups of skills: Group of cognitive skills (7 component skills ) and group of activites skills (28 skills). 1.6. Maths self-study skills assessment of ETT students. 1.6.1. Expression of the maths self-study of ETT students 1.6.1.1. Characteristics of ETT students 1.6.1.2. Mathsematics teaching program of ETT sector 1.6.1.3. Grouping expression of maths self-study of ETT students By reseaching characteristics of maths self-study training in ETT faculty and psychological characteristics of ETT students, we believe that the concept of maths self-study skills for ETT students has similarities with maths study skills in general, including the two main skills. However, in group work skills have a number of separate skills to prepare vocational skills for future primary school teachers. In particular, the first group is the expression of awareness on maths self-study skills. The second group is the expression of activities in the maths self-study skills. To learn more about the issues, we researched students expression in theoritical and practical math self-study of ETT students. 1.6.2. Criteria for assessemet on math self-study skills level Based on 13 components symbol skills, we built the system of criteria and indicators of the component skills of maths self-study skills to form the initial basis for the assessment on ETT students skill levels. Basing on the research, the system of criteria and indicators for component skills, we built a questionnaire consisting of 50 questions, 8 dividing into two categories to explore math self-study: Type 1- an expression of awareness on maths self-study; Type 2- an expression of math self-study activites. Here are the questions to investigate the students' self-study skills. The questionnaire was designed to help the students to self-assessment skills themselves. 1.6.3. The degree of maths self-study skills of ETT students According to the definition of maths self-study skills, if the ETT students have maths self-study, they must have some skills: self-designing and planning organization, math self-praticing activites, activites self- checking and self-controlling. Assessment on the learners' self-study through performance tasks requested by teachers includes 4 levels: Level 1-Answer the questions given by the teacher on book; Level 2-level 1 result and solve the same practices and give examples for knowledge of self-study; Level 3- level 2 results, implement activities and describe the contents of the self-study in different ways; Level 4- level 3 results and give questions themselve (especially questions on maths and professional orientation) and find the answers. Detect and corret errors in the self- study. To illustrate the four levels above, we gave some examples in collect type [29, tr.3-12] as follows: Level 1: In the relational concept, teachers ask students to read the textbook to answer the questions: Given set A = {0, 2, 3}; set B = {- 2, 0, 1 , 2, 3}. Please fill in the blank: When it is said set. . . is smaller set of the set. . .; or set. . . is part of set. . . (Or set included in the set ); Symbol set. . . Level 2: In the relational concept, teachers ask students to read the textbook to answer the above questions, then students pratice self-study activities to solve the same problem: Determining implicative relations 9 between the following sets , , ,¥ ¢ ¤ ¡ After that students take the example of two collective sets and use Ven diagram to show the relationship between the two sets. Level 3: In the content and element set, students are able to study and describe the contents of the lesson in many different ways. For example, when expressing the elements of a set A which is the set of test equation x (x - 5) = 0 defined on the real set, students can provide three ways to determine as the following: Option 1: A = {0, 5} Option 2: { } A x / x(x 5) 0= ∈ − =¡ Option 3: Level 4: In the content of the set, students are able to make the following questions: ? Content of the "collective" can be used in math training in the elementary program? Give examples? ? In primary school, in a hidden way, how many ways to access collective concept? Give examples? In addition, students have the skills to detect and correct errors in the given answers, in the example of the context of implicative relations: Give the set A of quadrangulars, set B of squars, set C of rectangulars, set D of parallelogram, set E of trapezoid. Determine the implicative relationships between the sets above? If the first answer is: C B D E A⊂ ⊂ ⊂ ⊂ After checking, students will find themselves determined incorrectly. They will realize that a square is a special case of a 10 0 5 A [...]... as a teacher in primary school, we propose the 7 principles 2.2 Proposed some measures aimed at developing Maths selfstudying skill for students trained as a teacher in primary school 2.2.1 The first method: Bring upself-studying motivation for ETT 2.2.1.1 Scientific basis of this measure The group of Maths self-studying skill for students trained as a teacher in primary school includes skill of determination... criteria for evaluating faculty of teachers; Visit some schools reached national standards and the others met a lot of difficulties; organiza for students to learn Elementary Standard and criterias evaluating Elementary teachers in the primary schools; organiza seminars for lectures and students exchange professional experience with the teachers in primary schools; 2) Development of skill creating self-studying... principles To help students identify the purpose and implement of purpose effectively, the forces of education in the pedagogical School need to create environmental to help students to understand well self-studying issues Besides, the education forces in the pedagogical School need to : disseminate regulations, student works, the rights and obligations of students…; pay more attention to the formation... article, we have: x - (y - x) = 17 and x + y 2y = 5 By solving the above equation, we will find out her age and your age But when we instruction for elementary school students, we have to moving into the language of mathematics in primary school There are many ways we can refer to one of the following ways: Method 1: Use the line diagramb) Training skills to organize situations stimulate student to... explanations and instruction Besides, Nguyen Canh Toan stressed: Teachers should not answer everything, they only suggest students the ways to study, and let students do it themselves so that they can mobilize their knowledge Prime Minister Pham Van Dong also said: At university, we don’t teach knowledge we only teach methods According to research of psychologist: Some mattered situatiosns can stimulate... properties of the set of nonnegative integer, statements of that nature? The next section we construct multiple-choice questions test results of self-learning modules " the divisibility and division with remainder " In this section, we propose a document structure guided self- study Math for Primary School students to create new knowledge for themselves This structure has five basic steps He teaches design... to self-study, self-study to prepare for last; asking students to reflect on learning to learn and apply knowledge learned solve the tasks assigned by the teacher Depending on the purpose, students can choose one of two selfstudy process as follows: The process of self-education, self-study prepared for new lesson (including 9 steps); process of self-review and application reviews they learned (includes... the measure Teaching practical applications has shown that the quality of teaching depended so much by the environment Therefore, the research of the interactions and relationships between teachers, school environment is necessary and very important to practical significance Author Guy Brousseau, who studied the mutual relationship and interaction between teaching (Teaching) - (Academic) - environmental... evaluate Maths results 2) Training the necessary skills to prepare for students to meet the practical requirements of teaching in primary a) Training skills to explain the solution of problem in Primary School Mathematics For example 10: Age of younger sister is more than effects of age of younger sister and older sister is 17 Total age of them is smaller than double age of older sister is 5 Now, how old... in the classroom and at home in order to develop self-study skills Math for Pedagogical Prime Education University students And help students learn how to build self-guided math materials for primary school students 2.2.4.3 Content and organizing To build guided self-study materials according to self-study situations in the process of teaching Mathematics 1) Construct guided self-study materials for . point, typically the views of the author Dang Thanh Hung: "Skill is a form of self-made action based on knowledge of work, mobility and other psychological- biological conditions of individuals. teacher in primary school, we propose the 7 principles 2.2. Proposed some measures aimed at developing Maths self- studying skill for students trained as a teacher in primary school 2.2.1. The first. education in the pedagogical School need to create environmental to help students to understand well self-studying issues. Besides, the education forces in the pedagogical School need to : disseminate