Average Chart of Math Content Necessity

Table 2.8. Average level of necessity of Math knowledge according to assessment of former students, students, teachers

Former Student	SV	GV	Medium
KT1	4.05	4.20	4.26	4.17
KT2	4.15	4.19	4.19	4.18
KT3	2.35	3.41	3.73	3.16
KT4	2.41	3.53	3.78	3.24
KT5	2.52	3.27	3.71	3.17
KT6	3.80	4.19	4.17	4.05
KT7	3.92	4.15	4.33	4.13
KT8	3.88	4.03	4.15	4.02
KT9	3.90	3.84	4.29	4.01
KT10	2.53	2.79	3.64	2.99
KT11	3.97	4.09	4.20	4.09
KT12	4.02	3.99	4.28	4.10
KT13	4.11	4.17	4.48	4.25
KT14	3.98	4.05	4.46	4.16

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Student Survey Results on the Implementation Level and Results of the Implementation of Math Teaching Objectives at High Schools in Long Ho District, Vinh Long Province

4,500

4,000
3,500
3,000
2,500
2,000
1,500
1,000
.500
		KT1	KT2	KT3	KT4	KT5	KT6	KT7	KT8	KT9	KT1 0	KT1 1	KT1 2	KT1 3	KT1 4
	Former student	4,052	4,146	2,348	2,408	2,524	3,798	3,918	3,884	3,897	2,528	3,974	4.021	4.112	3,983
	SV	4.201	4,189	3,407	3,529	3,268	4,189	4.151	4,035	3,844	2,792	4,092	3,993	4.171	4,052
	GV	4,262	4,187	3,729	3,776	3,710	4,168	4,327	4,150	4,290	3,636	4,196	4,280	4,477	4,458

Figure 2.6. Average chart of the level of necessity of Math content

4.50

4.00

3.50

3.00

2.50

2.00

1.50

1.00

0.50

4.17 4.18

Medium

4.05 4.13 4.02 4.01

4.09 4.10 4.25 4.16

3.16 3.24 3.17

2.99

Figure 2.7. Average of mean graph of the level of need for Math knowledge

The results show that although there is a slight difference in the assessment of the level of necessity of the Mathematical knowledge content that needs to be equipped for students in the Economics sector among the surveyed subjects, there is a similarity in the assessment of the level of necessity of the same specific knowledge content. That is the basis for us to select and propose important Mathematical content that needs to be equipped for students to meet the learning and professional activities of the Economics sector.

Table 2.9. Table of suggested Math knowledge content

STT

SYMBOL	KNOWLEDGE CONTENT	MEDIUM
1	KT13	Statistical analysis and processing	4.25
2	KT2	Linear Equations Applied to Economic Models	4.18
3	KT1	Matrices, determinants and applications	4.17
4	KT14	Estimation and verification problems	4.16
5	KT7	Differential calculus of functions of two variables applied to economics	4.13
6	KT12	Random variables and some probability distribution laws of variables cool	4.10
7	KT11	Probability definition, probability in statistical sense, formulas probability formula	4.09
8	KT6	Differential calculus of functions of one variable applied to economics	4.05
9	KT8	Integral calculus of functions of one variable and some applications in economy	4.02
10	KT9	Differential equations and some applications in economics	4.01

2.2.3.2. On the level of application of Mathematical knowledge in studying specialized subjects and in economic professional activities

We ask the following questions to teachers: According to you, what is the level of satisfaction of students in using Mathematical knowledge in studying specialized subjects in economics?; to former students: Please tell us the level of satisfaction of the requirements for using Mathematical knowledge in professional activities?; to students: What is the level of satisfaction of the Mathematical knowledge you are equipped with in studying specialized subjects?, with the following options: 1-Very bad; 2-Bad; 3-Normal; 4-Good; 5-Very good . We obtain the summary evaluation results as shown in the table.

2.10 and figure 2.8.

Table 2.10. On the level of response to the application of Math knowledge

1-Very bad	2- Not good	3-Normal	4-Good	5-Very good
GV	0.00%	25.23%	57.94%	16.82%	0.00%
Former Student	6.44%	19.31%	66.95%	7.30%	0.00%
SV	5.71%	10.67%	49.13%	21.59%	12.90%

80.00

70.00

60.00

50.00

40.00

30.00

20.00

10.00

0.00

Level

66.95

57.94

49.13

25.23

21.59

16.82

19.31

6.44

7.30

10.6

5.71

12.90

0.00

Very bad

Former Student Not Good Normal

Good

Very good

0.00

Figure 2.8. Chart assessing the level of response to the application of Math knowledge

The results show that both teachers, former students and students rated the level of meeting the requirements of applying Mathematics in current study and career at an average level. Explaining this, teacher Diep Cam Thu in the Mathematics Department, Hanoi National University, teaches the subject

TCC said that “ In the past, we only taught pure Math, but in the past two years, we have focused more on and increased the content of Math applied to the profession, applied in the practice of the Accounting profession, but the level is not much and for that reason, it has not met the requirements ”. Former student Nguyen Thanh Tam, class 10TC112, Finance - Accounting faculty, currently working at SHB bank said “ In the past, we only learned Math, there was no application in the Accounting profession. Therefore, the ability to apply Math in the profession is very limited ”. Student Nguyen Thi Chin, class 14KT111, said “ In studying Math, we have learned some applied math problems in Accounting. Therefore, when studying some specialized subjects that use Math content, I know how to apply and solve them ”.

2.2.4. On the current status of students' vocational skills through learning

Math

2.2.4.1. Student, alumni and lecturer assessments of opportunities for students to develop and develop professional skills through studying Mathematics

In this section, we explore the opportunities for forming and developing knowledge and skills for students majoring in Economics with 10 skills that we proposed in Chapter 1 through Mathematics teaching.

- We asked the students: According to you, does studying Math courses at the University of Social Sciences and Humanities provide the opportunity to form and develop the professional skills in table 1.7? With two options: have or no . We get the result:

Table 2.11. Student assessment of opportunities for forming and developing professional skills

SKILLS

HAVE		ARE NOT		TOTAL
Number of students	(%)	Number of students	%	Number of students	%
KN1	380	94.29	23	5.71	403	100
KN2	375	93.05	28	6.95	403	100
KN3	400	99.26	3	0.74	403	100
KN4	390	96.77	13	3.23	403	100
KN5	394	97.77	9	2.23	403	100
KN6	376	95.67	17	4.33	393	100
KN7	370	91.81	33	8.19	403	100
KN8	372	92.31	31	7.69	403	100
KN9	376	93.30	27	6.70	403	100
KN10	361	89.58	42	10.42	403	100

		Student %
100
90
80
70
60
50
40
30
20
10
	KN1	KN2	KN3	KN4	KN5	KN6	KN7	KN8	KN9	KN10
HAVE %	94,293	93,052	99,256	96,774	97,767	95,674	91,811	92,308	93,300	89,578
ARE NOT %	5,707	6,948	.744	3,226	2,233	4,326	8,189	7,692	6,700	10,422

Figure 2.9. Chart of students' assessment of opportunities for forming and developing public knowledge

- We asked the former students: According to you, by studying Math courses at the University of Social Sciences and Humanities, do students have the opportunity to form and develop the skills in table 1.7? With two options: have or no . We get the result:

Table 2.12. Alumni's assessment of opportunities for formation and development of public sector skills

SKILLS

HAVE		ARE NOT		TOTAL
Quantity	%	Quantity	%	Quantity	%
KN1	212	90.99	21	9.01	233	100
KN2	209	89.70	24	10.30	233	100
KN3	231	99.14	2	0.86	233	100
KN4	219	93.99	14	6.01	233	100
KN5	230	98.71	3	1.29	233	100
KN6	229	98.28	4	1.72	233	100
KN7	228	97.85	5	2.15	233	100
KN8	230	98.71	3	1.29	233	100
KN9	231	99.14	2	0.86	233	100
KN10	213	91.42	20	8.58	233	100

100		Alumni %
	90
	80
	70
	60
	50
	40
	30
	20
	10
		KN1	KN2	KN3	KN4	KN5	KN6	KN7	KN8	KN9	KN10
	HAVE %	90,987	89,700	99,142	93,991	98,712	98,283	97,854	98,712	99,142	91,416
	ARE NOT %	9,013	10,300	.858	6.009	1,288	1,717	2,146	1,288	.858	8,584

Figure 2.10. Chart of alumni's assessment of opportunities for formation and development of public sector skills

- We asked the teachers: According to you, does teaching Math courses at the University of Languages and International Studies provide students with the opportunities to develop the skills in table 1.7? With two options: have or no . We get the result:

Table 2.13. Teachers' assessment of students' opportunities to form and develop their professional skills

SKILLS

HAVE		ARE NOT		TOTAL
NUMBER OF TEACHERS	%	NUMBER OF TEACHERS	%	NUMBER OF TEACHERS	%
KN1	107	100.00	0	0.00	107	100.00
KN2	107	100.00	0	0.00	107	100.00
KN3	107	100.00	0	0.00	107	100.00
KN4	107	100.00	0	0.00	107	100.00
KN5	107	100.00	0	0.00	107	100.00
KN6	107	100.00	0	0.00	107	100.00
KN7	107	100.00	0	0.00	107	100.00
KN8	107	100.00	0	0.00	107	100.00
KN9	107	100.00	0	0.00	107	100.00
KN10	107	100.00	0	0.00	107	100.00

KN1	KN2	KN3	KN4	KN5	KN6	KN7	KN8	KN9	KN1 0
HAVE %	100.0	100.0	100.0	100.0	100.0	100.0	100.0	100.0	100.0	100.0
ARE NOT %	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000

Lecturer %

100

Figure 2.11. Chart of teachers' assessment of opportunities for forming and developing professional skills

According to the survey results, 100% of the teachers interviewed said that there is an opportunity to form and develop the skills for students in the process of learning Mathematics with all the skills proposed in Table 1.7, which shows the reasonableness and feasibility of the proposed skills. For students, the level of agreement on the opportunity to form and develop the proposed skills ranged from the lowest being KN10 "Application of information technology" at 89.58% to the highest being KN3 "Creative thinking" at 99.26%, which shows that the majority of students said that there is an opportunity to form and develop the proposed skills in learning Mathematics. For former students, the level of agreement on the opportunity to form and develop the proposed skills ranged from the lowest being KN2 "Teamwork" at 89.70% to the highest being KN3 "Creative thinking" and KN9 "Problem solving" at 99.14%, meaning that the majority of former students believed that there was an opportunity to form and develop the proposed skills in studying Mathematics subjects. Some opinions did not agree that there was an opportunity to form and develop the proposed skills for students, stating the reasons, such as the fact that teaching Mathematics has not been linked to the profession and the orientation of training students' skills, students and former students have not been trained in skills through studying Mathematics, leading to the subjective opinion that studying Mathematics does not have the opportunity to form and develop the proposed skills.

In summary, the above survey results can confirm that Mathematics courses have the opportunity to form and develop the proposed KNNN for students of the Economics major with the agreement of the majority of the surveyed subjects. This helps us have more basis for the proposal on Mathematics courses because of the opportunity to form and develop KNNN through teaching those contents.

2.2.4.2. On the level of formation and development of students' professional skills through studying Mathematics

- To understand this issue from the teacher's side, we asked the question: Teacher, please tell me to what extent the KNNN (in table 1.7) are formed and developed through studying Mathematics courses for students of the University of Social Sciences and Humanities?, with the following options: 1-Very weak; 2-Weak; 3-Average; 4-Fair; 5-Good . We obtained the results as in table 2.14.

Table 2.14. Teachers' assessment of the level of formation and development of skills

Content

Level										Total
1-Very weak		2-Weak		3-Average		4-Fair		5-Good		Total
Survey results close	Rate (%)	Survey results close	Rate (%)	Survey results close	Rate (%)	Survey results close	Rate (%)	Survey results close	Rate (%)	Survey results close	Rate (%)
KN1	9	8.41	11	10.28	61	57.01	26	24.30	0	9	107	100
KN2	0	0.00	14	13.08	62	57.94	31	28.97	0	0	107	100
KN3	0	0.00	13	12.15	53	49.53	26	24.30	15	0	107	100
KN4	0	0.00	12	11.21	62	57.94	20	18.69	13	0	107	100
KN5	0	0.00	10	9.35	35	32.71	59	55.14	3	0	107	100
KN6	5	4.67	12	11.21	64	59.81	24	22.43	2	5	107	100
KN7	2	1.87	41	38.32	51	47.66	10	9.35	3	2	107	100
KN8	0	0.00	15	14.02	70	65.42	20	18.69	2	0	107	100
KN9	6	5.61	24	22.43	58	54.21	17	15.89	2	6	107	100
KN10	9	8.41	32	29.91	55	51.40	11	10.28	0	9	107	100

- To find out this issue from the perspective of former students, we asked the question: To what extent have you developed your knowledge and skills through studying Mathematics courses at the University of Social Sciences and Humanities?, with the same options as the question for teachers. We obtained the results as shown in Table 2.15.

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