PhD Thesis in Educational Sciences, Vietnam Institute of Educational Sciences.

- Initially, students know how to reason when performing mathematical operations, such as: comparison, analysis, synthesis, generalization, concretization, abstraction, analogy, induction, deduction,... Students have the skills to use the relationship between operations to find the unknown number in the expression.

- Students have known how to combine the use of NNTH with the use of Vietnamese quite fluently. Communication skills are more effective; students have become bolder, more comfortable, more open, and more natural in exchanging and debating with each other in learning. Students' perseverance, carefulness, confidence, overcoming difficulties, and creativity in learning Mathematics have changed; many students love the accuracy, science, and beauty of Mathematics, and are more interested in learning; gradually contributing to the formation and development of the students' culture of mathematics.

- Many students have made remarkable progress. For example: Students Ho Thi Cam Tu and Le Duy Hoang Dung in class 4A (class TN); Students Nguyen Viet Phuong and Nguyen Thi Thuy Duong in class 5B (class TN) of Huu Lien Primary School. From not knowing how to read and write natural numbers with 6 digits or more, fractions and decimals; not knowing how to present the solution to a word problem... After the experiment, the communication skills of these students have changed significantly, their math learning results have changed from below average to quite solid.

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Chapter 3 Conclusion

Through the process of pedagogical experiment, the results obtained after the experiment show that:

- Teachers' awareness of teaching and learning GTTH has changed. Teachers have paid more attention and care to developing GTTH capacity in teaching Math for students and for themselves. The quality of teaching GTTH and teaching Math has changed significantly.

- The ability to communicate has been formed and trained scientifically and sequentially: developing from simple to complex, from low to high corresponding to the levels of students' communication skills. Therefore, students have a solid theoretical foundation of communication skills, communication skills have had positive changes: speaking, writing, and the way of presenting and expressing a problem about Mathematics as well as a problem in life are better; it has really contributed to improving the quality of teaching Mathematics; the typical elements of communication skills have been initially formed and developed.

Affirming the suitability, feasibility and effectiveness of the measures proposed by the thesis and the possibility of deploying and applying them to teaching and developing the ability to solve mathematical problems with words in grades 4 and 5 of primary school.

CONCLUSION AND RECOMMENDATIONS

1. Conclusion

Through the research process, the thesis has obtained the following results:

1.1. The thesis has systematically mentioned and contributed to clarifying some theoretical issues about mathematical thinking ability in general and mathematical thinking ability of primary school final year students in particular in teaching and learning to solve mathematical problems with text.

1.2. Building 5 levels of mathematical competence in teaching word problem solving for primary school students based on 4 corresponding manifestations of mathematical competence mentioned in the new math program of the Ministry of Education.

1.3. Conducted a survey and analysis to determine the current situation of the development of mathematical competence of primary school final year students in teaching and learning to solve mathematical problems with text in some primary schools in Thai Nguyen, Lang Son, Bac Giang provinces and students of the part-time program at the University of Education.

- Thai Nguyen University.

1.4. Based on the results of theoretical and practical research, the thesis has revealed the orientation for developing pedagogical measures. From there, it proposes 4 specific BPSPs to contribute to developing mathematical competence for primary school final year students in teaching and learning to solve mathematical problems with text. The examples presented in the content of the measures are to illustrate how to implement the BPSPs.

1.5. Experimental pedagogical measures were carried out in 2 phases at 3 primary schools in Thai Nguyen and Lang Son provinces. Experimental results were evaluated by qualitative and quantitative methods, and at the same time, the results of case studies were used to check the correctness, reasonableness and feasibility of the proposed BPSPs. Experimental results showed that the BPSPs had an impact on the teaching and learning process and created a favorable pedagogical environment to develop mathematical competence for final primary school students in teaching and solving mathematical problems with text.

1.6. There are 6 articles published in prestigious specialized journals, the content of the articles is closely related to the content of the thesis.

The above results have initially demonstrated that the BPSP proposed by the author is completely feasible to implement in math teaching hours for final grade primary school students. The thesis has achieved the research objectives, the scientific hypothesis is acceptable, the topic is feasible and can be implemented in teaching elementary math.

2. Recommendations

2.1. For universities and colleges of education that train in primary education: It is necessary to raise awareness among primary education students about mathematical communication skills in general and mathematical communication skills in teaching problem solving with words in particular, contributing to improving the quality of teaching mathematics. Help students realize the importance of mathematical communication skills in teaching mathematics, thereby investing effort and time in researching and developing teaching plans suitable to the requirements of the new program content.

2.2. For primary school managers, it is necessary to create conditions for teachers to participate in training sessions and seminars on GTTH, to raise awareness and quality of GTTH from teachers themselves, thereby creating conditions for training and development for students.

2.3. For primary school teachers, it is necessary to invest effort and time to design and develop lesson plans that integrate content to develop mathematical communication skills for students. During class, create a favorable environment, create opportunities for students to participate in communication skills and develop their communication skills, thereby developing mathematical communication skills for students in particular and improving the quality of teaching mathematics in general. In addition, teachers should always be aware of raising awareness, cultivating their own expertise in general and communication skills in particular, and be an example for students to follow in their daily learning and communication.

LIST OF AUTHOR'S RESEARCH WORKS RELATED TO THE THESIS

1. Dang Thi Thuy (2014), "Training math word problem solving skills for primary school students", Education Magazine , May issue (pages 157 - 159).

2. Tran Trung, Dang Thi Thuy (2016), "Teaching word problems for primary school students through creative experiential activities", Journal of Educational Sciences , special issue January 2016 (pages 11 - 12).

3. Le Thi Thu Huong, Trinh Thi Phuong Thao, Dang Thi Thuy (2016), "Training skills in creating math word problems for primary school students", Journal of Educational Science , No. 130 - July 2016 (pages 57 - 59).

4. Dang Thi Thuy, Le Thi Thu Huong, Tran Trung (2019), "Levels of assessment of mathematical communication in word problem solving activities of primary school students", Education Journal, No. 452 - April 2019.

5. Dang Thi Thuy (2019), "The current status of developing mathematical communication skills for primary school final year students in teaching mathematical word problems", Education Magazine, special issue October 2019.

6. Dang Thi Thuy (2019), "Some measures to develop mathematical communication skills for primary school seniors through teaching word problems", Education Magazine, special issue December 2019.

7. Dang Thi Thuy, Phan Anh Hung (2021), "Training primary school students in presentation skills, expressing mathematical content and ideas in teaching mathematical word problems, contributing to the development of mathematical communication skills", Technology and Education . National University Publishing House, Hanoi.

8. Phan Anh Hung, Dang Thi Thuy (2021), "Practicing listening, reading and recording skills of mathematical information in mathematical word problems contributes to developing mathematical communication skills", SCIENTIFIC PROGRAM International Conference on "Competency-based

Curriculum Development and Continuous Professional Development for Teachers and Education Managers "

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