CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN KHẢ NĂNG TỰ ĐÁNH GIÁ KĨ NĂNG DẠY HÌNH HỌC TRONG BỐI CẢNH DI SẢN VĂN HÓA CỦA SINH VIÊN SƯ PHẠM TOÁN Ở VIỆT NAM
Nội dung chính của bài viết
Tóm tắt
Bài báo hướng đến việc phát hiện và phân tích các yếu tố ảnh hưởng đến khả năng tự đánh giá kĩ năng dạy hình học gắn với di sản văn hóa của sinh viên sư phạm Toán ở Việt Nam. Nghiên cứu sử dụng phương pháp định lượng với 219 sinh viên tại ba trường đại học miền Bắc. Dữ liệu được thu thập bằng bảng hỏi gồm 21 biến quan sát, thuộc ba nhóm yếu tố: nhận thức; kĩ năng thiết kế bài học và sử dụng học liệu di sản; môi trường đào tạo và sự tự phát triển nghề nghiệp và được đo lường theo thang Likert 5 mức. Thang đo được kiểm định bằng hệ số Cronbach’s Alpha, kết hợp phân tích nhân tố khám phá (EFA) và hồi quy tuyến tính. Kết quả cho thấy mô hình có độ phù hợp tốt, có ý nghĩa thống kê, trong đó năng lực thiết kế bài học và sử dụng học liệu di sản ảnh hưởng mạnh nhất ( = 0,695; p < 0,001). Nghiên cứu nhấn mạnh sự cần thiết phải điều chỉnh chương trình đào tạo sư phạm Toán, cách tiếp cận giảng dạy theo hướng tăng cường tích hợp di sản văn hóa một cách hiệu quả trong dạy học Toán ở trường phổ thông.
Từ khóa
các yếu tố ảnh hưởng, di sản văn hóa, khả năng tự đánh giá, kĩ năng dạy học hình học, sinh viên sư phạm Toán
Chi tiết bài viết
Tài liệu tham khảo
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Chevallard, Y. (1985). La transposition didactique [The didactic transposition]. La Pensée Sauvage. https://www.persee.fr/doc/rfp_0556-7807_1986_num_76_1_2401_t1_0089_0000_1
Cuenca-López, J. M., Martín-Cáceres, M. J., & Estepa-Giménez, J. (2021). Teacher training in heritage education: Good practices for citizenship education. Humanities and Social Sciences Communications, 8, 62. https://doi.org/10.1057/s41599-021-00745-6
Duval, R. (2006). The cognitive analysis of problems of comprehension in the learning of mathematics. Educational Studies in Mathematics, 61(1–2), 103–131. https://doi.org/10.1007/s10649-006-0400-z
Falk, J. H., & Dierking, L. D. (2013). The museum experience revisited. Routledge. https://doi.org/10.4324/9781315417851
Fischbein, E. (1993). The theory of figural concepts. Educational Studies in Mathematics, 24(2), 139–162. [suspicious link removed]
Fontal, O., & Ibáñez-Etxeberria, A. (2017). La investigación en educación patrimonial: Evolución y estado actual a través del análisis de indicadores de alto impacto [Research in heritage education: Evolution and current status through the analysis of high impact indicators]. Revista de Educación, 375, 184–214. https://doi.org/10.4438/1988-592X-RE-2016-375-340
Gadaza, A., Manera, A., Santos, S., Alih, C., Caban, R., & Tulawie, A. (2025). Reviving the past, teaching the future: The role of Philippine cultural heritage in curriculum development of teacher education programs focus. International Journal on Culture, History, and Religion, 7(SI2), 80–97. https://doi.org/10.63931/ijchr.v7iSI2.169
Gómez-Carrasco, C. J., Miralles-Martinez, P., Fontal, O., & Ibáñez-Etxeberria, A. (2020). Cultural heritage and methodological approaches: An analysis through initial training of history teachers (Spain–England). Sustainability, 12(3), 933. https://doi.org/10.3390/su12030933
Hannula, M. S. (2006). Motivation in mathematics: Goals reflected in emotions. Educational Studies in Mathematics, 63(2), 165–178. https://doi.org/10.1007/s10649-005-9019-8
Hanoi Pedagogical University 2. (2022). Chương trình đào tạo đại học chính quy ngành Sư phạm Toán học năm 2022 [Undergraduate training program in Mathematics Education, 2022]. Issued under Decision No. 1972/QĐ-ĐHSPHN2 on September 29, 2022. Official HPU2 source
Heritage, M., & Wylie, E. C. (2018). Reaping the benefits of assessment for learning: Achievement, identity, and equity. ZDM – Mathematics Education, 50(4), 729–741. https://doi.org/10.1007/s11858-018-0943-3
Hidayatullah, A., & Csíkos, C. (2023). Exploring students’ mathematical beliefs: Gender, grade, and culture differences. Journal on Efficiency and Responsibility in Education and Science, 16(3), 186–195. https://doi.org/10.7160/eriesj.2023.160303
Hung Vuong University. (2020). Chuẩn đầu ra chương trình đào tạo Đại học Sư phạm Toán học [Learning outcomes of the undergraduate Mathematics Education program]. Issued under Decision No. 214/ĐHHV on March 25, 2020. Official HVU PDF
Jones, K. (2002). Issues in the teaching and learning of geometry. In L. Haggarty (Ed.), Aspects of teaching secondary mathematics: Perspectives on practice (pp. 121–139). RoutledgeFalmer. https://doi.org/10.4324/9780203165874
Jones, K., & Tzekaki, M. (2016). Research on the teaching and learning of geometry. In A. Gutiérrez, G. Leder, & P. Boero (Eds.), The second handbook of research on the psychology of mathematics education (pp. 109–149). Sense Publishers. https://doi.org/10.1007/978-94-6300-561-6_4
Kien Giang University. (2023). Chuẩn đầu ra ngành Sư phạm Toán [Learning outcomes of the Mathematics Education program]. Issued on February 13, 2023. Official KGU source
Laborde, C., Wang, L., & Cho, S. J. (2015). Teaching and learning geometry. In S. J. Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education. Springer. https://doi.org/10.1007/978-3-319-12688-3_35
Linaki, E. (2018). The definition of intagible and tangible cultural assets in digital technology. Journal of Sustainable Development, Culture, Traditions, 1b, 33–38. https://doi.org/10.26341/issn.2241-4002-2018-1b-3
López-Mondéjar, L. (2022). Patrimonio arqueológico en las aulas de infantil y primaria [Archaeological heritage in early childhood and primary classrooms]. Humanities & International Humanities Review, 11(4), 1–9. https://doi.org/10.37467/revhuman.v11.3839
Malegiannaki, I. A., Daradoumis, T., & Retalis, S. (2020). Teaching cultural heritage through a narrative-based game. Journal on Computing and Cultural Heritage, 13(4), 1–28. https://doi.org/10.1145/3414833
Mailizar, M., & Johar, R. (2021). Examining students’ intention to use augmented reality in a project-based geometry learning environment. International Journal of Instruction, 14(2), 773–790. https://doi.org/10.29333/iji.2021.14243a
Ministry of Education and Training. (2013). Công văn số 571/BGDĐT-GDTrH về việc hướng dẫn sử dụng di sản trong dạy học ở trường phổ thông [Official Dispatch No. 571/BGDDT-GDTrH on guiding the use of heritage in teaching at general education schools]. Thu Vien Phap Luat. https://thuvienphapluat.vn/van-ban/Giao-duc/Cong-van-571-BGDDT-GDTrH-huong-dan-su-dung-di-san-van-hoa-day-hoc-2013-172152.aspx
Ministry of Education and Training. (2018a). Thông tư số 20/2018/TT-BGDĐT ban hành quy định chuẩn nghề nghiệp giáo viên cơ sở giáo dục phổ thông [Circular No. 20/2018/TT-BGDDT promulgating regulations on professional standards for teachers of general education institutions]. Issued August 22, 2018.
Ministry of Education and Training. (2018b). Thông tư số 32/2018/TT-BGDĐT ngày 26/12/2018 ban hành Chương trình giáo dục phổ thông [Circular No. 32/2018/TT-BGDDT dated December 26, 2018, promulgating the General Education Curriculum]. Government Web Portal. https://vanban.chinhphu.vn/default.aspx?pageid=27160&docid=195892
Ministry of Education and Training & Ministry of Culture, Sports and Tourism. (2013). Hướng dẫn số 73/HD-BGDĐT-BVHTTDL về việc sử dụng di sản văn hóa trong dạy học ở trường phổ thông, trung tâm giáo dục thường xuyên [Guidance No. 73/HD-BGDĐT-BVHTTDL on the use of cultural heritage in teaching at general education schools and continuing education centers]. Issued on January 16, 2013.
Monteagudo-Fernández, J., Gómez-Carrasco, C. J., & Chaparro-Sainz, Á. (2021). Heritage education and research in museums: Conceptual, intellectual and social structure within a knowledge domain (2000–2019). Sustainability, 13(12), 6667. https://doi.org/10.3390/su13126667
Morón Monge, M. C., Trabajo, M., & Domínguez, E. (2021). Las concepciones del docente de primaria en formación sobre el ser humano y el medio ambiente desde la educación patrimonial y sus relaciones con la sostenibilidad [The conceptions of primary school pre-service teachers about human beings and the environment from heritage education and its relationship with sustainability]. Espacios, 42(15). https://doi.org/10.48082/espacios-a21v42n15p03
National Assembly of Vietnam. (2024). Luật Di sản văn hóa (Luật số 45/2024/QH15) [Law on Cultural Heritage (Law No. 45/2024/QH15)]. Thu Vien Phap Luat. https://thuvienphapluat.vn/van-ban/Van-hoa-Xa-hoi/Luat-Di-san-van-hoa-2024-45-2024-QH15-589578.aspx
Pintus, R., Pal, K., Yang, Y., Weyrich, T., Gobbetti, E., & Rushmeier, H. (2015). A survey of geometric analysis in cultural heritage. Computer Graphics Forum, 34(1), 4–34. https://doi.org/10.1111/cgf.12668
Suominen, J., & Sivula, A. (2013). Gaming legacy? Four approaches to the relation between cultural heritage and digital technology. Journal on Computing and Cultural Heritage, 6(3). https://doi.org/10.1145/2499931
Trabajo-Rite, M., & Cuenca-López, J. M. (2020). Student concepts after a didactic experiment in heritage education. Sustainability, 12(7), Article 3046. https://doi.org/10.3390/su12073046
UNESCO. (2011). What is intangible cultural heritage? UNESCO Intangible Cultural Heritage. https://ich.unesco.org/en/what-is-intangible-cultural-heritage-00003
Wouters, R., Van Lakerveld, J., Gussen-Benthem, I., & Van Dessel, J. (2011). Acquiring key competencies through heritage education. KU Leuven-Limburg / Leiden University. https://www.researchgate.net/publication/301216391_Acquiring_key_competencies_through_heritage_education
Chevallard, Y. (1985). La transposition didactique [The didactic transposition]. La Pensée Sauvage. https://www.persee.fr/doc/rfp_0556-7807_1986_num_76_1_2401_t1_0089_0000_1
Cuenca-López, J. M., Martín-Cáceres, M. J., & Estepa-Giménez, J. (2021). Teacher training in heritage education: Good practices for citizenship education. Humanities and Social Sciences Communications, 8, 62. https://doi.org/10.1057/s41599-021-00745-6
Duval, R. (2006). The cognitive analysis of problems of comprehension in the learning of mathematics. Educational Studies in Mathematics, 61(1–2), 103–131. https://doi.org/10.1007/s10649-006-0400-z
Falk, J. H., & Dierking, L. D. (2013). The museum experience revisited. Routledge. https://doi.org/10.4324/9781315417851
Fischbein, E. (1993). The theory of figural concepts. Educational Studies in Mathematics, 24(2), 139–162. [suspicious link removed]
Fontal, O., & Ibáñez-Etxeberria, A. (2017). La investigación en educación patrimonial: Evolución y estado actual a través del análisis de indicadores de alto impacto [Research in heritage education: Evolution and current status through the analysis of high impact indicators]. Revista de Educación, 375, 184–214. https://doi.org/10.4438/1988-592X-RE-2016-375-340
Gadaza, A., Manera, A., Santos, S., Alih, C., Caban, R., & Tulawie, A. (2025). Reviving the past, teaching the future: The role of Philippine cultural heritage in curriculum development of teacher education programs focus. International Journal on Culture, History, and Religion, 7(SI2), 80–97. https://doi.org/10.63931/ijchr.v7iSI2.169
Gómez-Carrasco, C. J., Miralles-Martinez, P., Fontal, O., & Ibáñez-Etxeberria, A. (2020). Cultural heritage and methodological approaches: An analysis through initial training of history teachers (Spain–England). Sustainability, 12(3), 933. https://doi.org/10.3390/su12030933
Hannula, M. S. (2006). Motivation in mathematics: Goals reflected in emotions. Educational Studies in Mathematics, 63(2), 165–178. https://doi.org/10.1007/s10649-005-9019-8
Hanoi Pedagogical University 2. (2022). Chương trình đào tạo đại học chính quy ngành Sư phạm Toán học năm 2022 [Undergraduate training program in Mathematics Education, 2022]. Issued under Decision No. 1972/QĐ-ĐHSPHN2 on September 29, 2022. Official HPU2 source
Heritage, M., & Wylie, E. C. (2018). Reaping the benefits of assessment for learning: Achievement, identity, and equity. ZDM – Mathematics Education, 50(4), 729–741. https://doi.org/10.1007/s11858-018-0943-3
Hidayatullah, A., & Csíkos, C. (2023). Exploring students’ mathematical beliefs: Gender, grade, and culture differences. Journal on Efficiency and Responsibility in Education and Science, 16(3), 186–195. https://doi.org/10.7160/eriesj.2023.160303
Hung Vuong University. (2020). Chuẩn đầu ra chương trình đào tạo Đại học Sư phạm Toán học [Learning outcomes of the undergraduate Mathematics Education program]. Issued under Decision No. 214/ĐHHV on March 25, 2020. Official HVU PDF
Jones, K. (2002). Issues in the teaching and learning of geometry. In L. Haggarty (Ed.), Aspects of teaching secondary mathematics: Perspectives on practice (pp. 121–139). RoutledgeFalmer. https://doi.org/10.4324/9780203165874
Jones, K., & Tzekaki, M. (2016). Research on the teaching and learning of geometry. In A. Gutiérrez, G. Leder, & P. Boero (Eds.), The second handbook of research on the psychology of mathematics education (pp. 109–149). Sense Publishers. https://doi.org/10.1007/978-94-6300-561-6_4
Kien Giang University. (2023). Chuẩn đầu ra ngành Sư phạm Toán [Learning outcomes of the Mathematics Education program]. Issued on February 13, 2023. Official KGU source
Laborde, C., Wang, L., & Cho, S. J. (2015). Teaching and learning geometry. In S. J. Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education. Springer. https://doi.org/10.1007/978-3-319-12688-3_35
Linaki, E. (2018). The definition of intagible and tangible cultural assets in digital technology. Journal of Sustainable Development, Culture, Traditions, 1b, 33–38. https://doi.org/10.26341/issn.2241-4002-2018-1b-3
López-Mondéjar, L. (2022). Patrimonio arqueológico en las aulas de infantil y primaria [Archaeological heritage in early childhood and primary classrooms]. Humanities & International Humanities Review, 11(4), 1–9. https://doi.org/10.37467/revhuman.v11.3839
Malegiannaki, I. A., Daradoumis, T., & Retalis, S. (2020). Teaching cultural heritage through a narrative-based game. Journal on Computing and Cultural Heritage, 13(4), 1–28. https://doi.org/10.1145/3414833
Mailizar, M., & Johar, R. (2021). Examining students’ intention to use augmented reality in a project-based geometry learning environment. International Journal of Instruction, 14(2), 773–790. https://doi.org/10.29333/iji.2021.14243a
Ministry of Education and Training. (2013). Công văn số 571/BGDĐT-GDTrH về việc hướng dẫn sử dụng di sản trong dạy học ở trường phổ thông [Official Dispatch No. 571/BGDDT-GDTrH on guiding the use of heritage in teaching at general education schools]. Thu Vien Phap Luat. https://thuvienphapluat.vn/van-ban/Giao-duc/Cong-van-571-BGDDT-GDTrH-huong-dan-su-dung-di-san-van-hoa-day-hoc-2013-172152.aspx
Ministry of Education and Training. (2018a). Thông tư số 20/2018/TT-BGDĐT ban hành quy định chuẩn nghề nghiệp giáo viên cơ sở giáo dục phổ thông [Circular No. 20/2018/TT-BGDDT promulgating regulations on professional standards for teachers of general education institutions]. Issued August 22, 2018.
Ministry of Education and Training. (2018b). Thông tư số 32/2018/TT-BGDĐT ngày 26/12/2018 ban hành Chương trình giáo dục phổ thông [Circular No. 32/2018/TT-BGDDT dated December 26, 2018, promulgating the General Education Curriculum]. Government Web Portal. https://vanban.chinhphu.vn/default.aspx?pageid=27160&docid=195892
Ministry of Education and Training & Ministry of Culture, Sports and Tourism. (2013). Hướng dẫn số 73/HD-BGDĐT-BVHTTDL về việc sử dụng di sản văn hóa trong dạy học ở trường phổ thông, trung tâm giáo dục thường xuyên [Guidance No. 73/HD-BGDĐT-BVHTTDL on the use of cultural heritage in teaching at general education schools and continuing education centers]. Issued on January 16, 2013.
Monteagudo-Fernández, J., Gómez-Carrasco, C. J., & Chaparro-Sainz, Á. (2021). Heritage education and research in museums: Conceptual, intellectual and social structure within a knowledge domain (2000–2019). Sustainability, 13(12), 6667. https://doi.org/10.3390/su13126667
Morón Monge, M. C., Trabajo, M., & Domínguez, E. (2021). Las concepciones del docente de primaria en formación sobre el ser humano y el medio ambiente desde la educación patrimonial y sus relaciones con la sostenibilidad [The conceptions of primary school pre-service teachers about human beings and the environment from heritage education and its relationship with sustainability]. Espacios, 42(15). https://doi.org/10.48082/espacios-a21v42n15p03
National Assembly of Vietnam. (2024). Luật Di sản văn hóa (Luật số 45/2024/QH15) [Law on Cultural Heritage (Law No. 45/2024/QH15)]. Thu Vien Phap Luat. https://thuvienphapluat.vn/van-ban/Van-hoa-Xa-hoi/Luat-Di-san-van-hoa-2024-45-2024-QH15-589578.aspx
Pintus, R., Pal, K., Yang, Y., Weyrich, T., Gobbetti, E., & Rushmeier, H. (2015). A survey of geometric analysis in cultural heritage. Computer Graphics Forum, 34(1), 4–34. https://doi.org/10.1111/cgf.12668
Suominen, J., & Sivula, A. (2013). Gaming legacy? Four approaches to the relation between cultural heritage and digital technology. Journal on Computing and Cultural Heritage, 6(3). https://doi.org/10.1145/2499931
Trabajo-Rite, M., & Cuenca-López, J. M. (2020). Student concepts after a didactic experiment in heritage education. Sustainability, 12(7), Article 3046. https://doi.org/10.3390/su12073046
UNESCO. (2011). What is intangible cultural heritage? UNESCO Intangible Cultural Heritage. https://ich.unesco.org/en/what-is-intangible-cultural-heritage-00003
Wouters, R., Van Lakerveld, J., Gussen-Benthem, I., & Van Dessel, J. (2011). Acquiring key competencies through heritage education. KU Leuven-Limburg / Leiden University. https://www.researchgate.net/publication/301216391_Acquiring_key_competencies_through_heritage_education