Modelling in Vietnamese School Mathematics

Nguyen Danh Nam

Abstract


This paper presents an empirical research about implementing mathematical modelling at the secondary schools in Vietnam. The data from experiments have shown that there were some cognitive barriers in introducing modelling to the classroom and designing real world models for teaching. However, we have concluded that modelling is one of active teaching methods and the teachers can provide their students with appropriate interventions to support them interpreting about the role of mathematics in reality. Furthermore, by participating in modelling activities, the students would develop their problem solving skills and regularly adjust their thinking.

Keywords


modelling; mathematical modelling; modelling teaching; modelling method; modelling process

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References


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