OVERVIEW OF RESEARCH IN MATH TEACHING ASSOCIATED WITH REAL CONTEXT | Douangalom | TNU Journal of Science and Technology

OVERVIEW OF RESEARCH IN MATH TEACHING ASSOCIATED WITH REAL CONTEXT

About this article

Received: 09/08/24                Revised: 10/02/25                Published: 11/02/25

Authors

1. Phounakhoum Douangalom Email to author, Vientiane Cappital - Ho Chi Minh City Friendship High School - Laos
2. Bui Thi Hanh Lam, TNU - University of Education

Abstract


The paper presents an overview of research directions on teaching mathematics in real contexts around the world, Vietnam and Lao People's Democratic Republic. The authors used theoretical research methods to review and analyze studies on context, real context, teaching in real context and teaching mathematics associated with real context in the world, in Vietnam and in Lao People's Democratic Republic. This study clarifies the research overview research on teaching connected to real - context in teaching mathematics: What research has been done on teaching mathematics connected to real - context? The results of these researches? What issues can be further researched? The overall research results show that there has been no research on teaching based on real-context in teaching Algebra 10 in Lao People's Democratic Republic and this direction will bring us many new result in the future.

Keywords


Overview; Context; Real contexts; Teaching associated with real contexts; Algebra teaching

References


[1] F. Eyenaka, et al., “Context–based teaching strategy (CBTS) for effective learning of simple alternating current (AC) circuits in senior secondary school Physics,” Journal of Educational and Social Research, vol. 3, no. 8, pp. 55-61, 2013.

[2] K. W. Curry, et al., “Scientific basis vs. contextualized teaching and learning: The effect on the achievement of postsecondary students,” Journal of Agricultural Education, vol. 53, no. 1, pp. 57-66, 2012.

[3] T. A. Romberg, Mathematics in the Context. Education Development Center, Inc., 2001.

[4] Van Den Heuvel-Panhuizen, Marja. “The role of contexts in assessment problems in mathematics,” For the learning of mathematics, vol. 25, no. 2, pp. 2-23, 2005.

[5] T. A. Romberg, Mathematics in the Context (MIC). Education Development Center, Inc, 2001.

[6] T. T. Nguyen, A. T. Kim, and B. D. Nguyen, “Thinking and numbers, Applying mathematics education theory associated with practice in teaching Mathematics,” Journal of Education, vol. 458, pp. 37-44, 2019.

[7] T. P. T. Trinh and H. L. Chu, “Designing teaching situations for the topic "Statistics" (Algebra 10) associated with real contexts in high schools in Cao Bang province,” Journal of Education, vol. 2021, pp. 30-35, 2021.

[8] T. M. Mthethwa, Teachers' Views on the Role of Context in Mathematical Literacy. Johannesburg, March 2007, 2007.

[9] A. Wijaya, M. van den Heuvel-Panhuizen, and M.J.E.s.i.M. Doorman, “Opportunity-to-learn context-based tasks provided by mathematics textbooks,” Educational studies in mathematics, vol. 89, pp. 41-65, 2015.

[10] T. M. T. Nguyen, “React option to implement contextualized math teaching with determinal integration content for economics students,” Journal of Science, vol. 2, no. 54, pp. 17-27, 2020.

[11] Ministry of Education and Sports, Vision 2030, strategy to 2025 and Eighth 5-year education and sports development plan (2016-2020), Lao People's Democratic Republic, 2015.

[12] Harvey, Roger, and Robin Averill, “A Lesson Based on the Use of Contexts: An Example of Effective Practice in Secondary School Mathematics,” Mathematics teacher education and development, vol. 14, no. 1, pp. 41-59, 2012.

[13] Gilbert and K. John, “On the nature of “context” in chemical education,” International journal of science education, vol. 28, no. 9, pp. 957-976, 2006.

[14] Programme for International Student Assessment. PISA The PISA 2003 Assessment Framework: Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Organisation for Economic Co-operation and Development, 2003.

[15] J. Greatorex, Context in Mathematics questions. Research Matters: A Cambridge Assessment publication, 2014.

[16] J. Greatorex, Context in mathematics examination questions. Cambridge Assessment, Cambridge, 2013.

[17] C. Little and K. Jones, “Contexts for pure mathematics: an analysis of A level mathematics papers,” Proceedings of the British Society for Research into Learning Mathematics, vol. 27, no. 1, pp. 48-53, 2007.

[18] H. Vappula and T. Clausen-May, “Context in maths test questions: does it make a difference?” Research in Mathematics Education, vol. 8, no. 1, pp. 99-115, 2006.

[19] L.P.J.J.o.S. Cheng and M.E.i.S. Asia, “The Design of a Mathematics Problem Using Real-life Context for Young Children,” Journal of Science & Mathematics Education in Southeast Asia, vol. 36, no. 1, pp. 23-43, 2013.

[20] A. Hinton, Understanding context: Environment, language, and information architecture. O'Reilly Media, Inc., 2014.

[21] V. T. H. Ngo, “Context-based education: An advanced educational approach,” VNU Science Journal: Educational Research, vol. 32, pp. 11-17, 2016.

[22] Z. R. Mevarech and E. Stern, “Interaction between knowledge and contexts on understanding abstract mathematical concepts,” Journal of Experimental Child Psychology, vol. 65, no. 1, pp. 68-95, 1997.

[23] T. H. C. Pham, “Designing practical situations with real contexts in teaching Mathematics in elementary schools,” Vietnam Journal of Educational Sciences, vol. 40, pp. 30-35, 2021.

[24] P. T. Nguyen and M. T. Huynh, “Designing situations with real contexts in teaching the lesson "Functions and graphs" (Math 10),” Journal of Education, vol. 2024, pp. 26-30, 2024.

[25] T. M. P. Ho and T. T. A. Nguyen, “Using contextual teaching approaches to promote equation problem-solving competence for grade 10 students,” Journal of Science, vol. 19, no. 12, pp. 2002-2015, 2002.

[26] M. Van den Heuvel-Panhuizen and P.J.E.o.m.e. Drijvers, “Realistic mathematics education,” Encyclopedia of mathematics education, vol. 2020, pp. 713-717, 2020.

[27] H. Freudenthal, Revisiting mathematics education. China Lectures. Dordrecht: Kluwer Academic Publishers, 1991.

[28] B. Peters, Realistic Mathematics Education and Professional Development: A Case Study of the Experiences of Primary School Mathematics Teachers in Namibia. Deparment of Curriculum Studiesecultyof Education University of Stellenbosch, 2016.

[29] K.P.E. Gravemeijer, Developing realistic mathematics education. CD-ß Press, Freudenthal Institute, Utrecht, The Netherlands, 1994.

[30] J. De Lange, Mathematics, insight and meaning: Teaching, learning and testing of mathematics for the life and social sciences. Utrecht: OW & OC, 1987.

[31] T. Tran and T. T. Nguyen, “Mathematics teaching in Vietnam in the context of technological advancement and the need of connecting to the real world,” International Journal of Learning, Teaching and Educational Research, vol. 19, no. 3, pp. 255-275, 2020.

[32] T. T. Nguyen, A. T. Kim, and B. D. Nguyen, “Thinking and numbers, Applying mathematics education theory associated with practice in teaching Mathematics,” Journal of Education, vol. 458, pp. 37-44, 2019.

[33] D. N. Nguyen, “Some issues about mathematics education associated with practice,” Journal of Education, vol. 487, pp. 15-21, 2020.

[34] T. T. Nguyen, P. T. Trinh, and T. Tran, “Realistic mathematics education (RME) and didactical situations in mathematics (DSM) in the context of education reform in Vietnam,” Journal of Physics: Conference Series, IOP Publishing, vol. 1340, pp. 1-14, 2019.

[35] J.J.F.t.l.o.m. Boaler, “The Role of Contexts in the Mathematics Classroom: Do they Make Mathematics More "Real"?” For the learning of mathematics, vol. 13, no. 2, pp. 12-17, 1993.

[36] A. Fauzan, Applying Realistic Mathematics Education (RME) in teaching geometry in Indonesian primary schools, Citeseer, 2002.

[37] E. Bitterlich, “About real-world contexts in mathematics education and their impact on language and learning” in Seventh ERME Topic Conference on Language in the Mathematics Classroom, 2020.

[38] T. Tran, “Exploiting real contexts in teaching Mathematics in high schools” Vietnam Journal of Educational Sciences, vol. 3, pp. 52-56, 2018.

[39] T. M. T. Nguyen, “Contexual approach to math teaching with React approach and supporting the process of mathematical modeing,” Hue University Journal of Science: Social Sciences and Humanities, vol. 130, no. 6B, pp. 193-214, 2021.

[40] T. T. L. Hoang and T. H. Nguyen, “Designing middle school geometry problms associated with mountainous pratices,” Science Jounal – Northwest University, vol. 22, p. 67, 2021.

[41] T. Tran and T. D. Nguyen, “Some measures for teaching Algebra and Calculus grade 11 in a way that is relevant to the practical context in high school,” Journal of Education, vol. 479, pp. 8-12, 2020.

[42] A. Phomphiban, “Teaching Algebra in high schools of the Lao People's Democratic Republic towards developing mathematical modeling capacity for students,” Doctoral thesis in Educational Sciences, University of Education - Thai Nguyen University, 2022.

[43] T. Vonglathsamy, “Teaching Probability-Statistics in high schools of the Lao People's Democratic Republic in the direction of connecting with practice,” Doctoral thesis in Educational Sciences, Hanoi University of Education, 2022.




DOI: https://doi.org/10.34238/tnu-jst.10908

Refbacks

  • There are currently no refbacks.
TNU Journal of Science and Technology
Rooms 408, 409 - Administration Building - Thai Nguyen University
Tan Thinh Ward - Thai Nguyen City
Phone: (+84) 208 3840 288 - E-mail: jst@tnu.edu.vn
Based on Open Journal Systems
©2018 All Rights Reserved