Teachers pay attention to training students, most teachers still teach mainly by traditional methods. Moreover, schools have not compiled a system of major exercises for the subject, leading to the training of the above skills not being done much for this subject.
Measures used to optimize the use of Mathematics in the practical profession of Economics, through requiring students to do learning projects, requiring students to penetrate the practical profession of Economics.
This measure can be said to be the main measure in teaching Mathematics in the direction of forming and developing vocational skills in the field of Economics. If teachers use this measure appropriately in teaching Mathematics subjects, students will have many opportunities to interact with the Economics vocational center; increase students' ability to access professional reality, thereby students will have the motivation and need to form and develop vocational skills in Economics.
b. How to implement the measure
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The tasks of university education stipulate requirements for fostering knowledge systems, skills, and techniques related to students' future careers. Developing their knowledge and intellectual qualities, especially their professional skills; on that basis, forming a scientific worldview, ideals, dreams, career ambitions, and ethical qualities, and working style of scientific and technical staff, managers, and administrative staff....
Applying in teaching Math subjects, teachers can assign learning project-based exercises to student groups with specific topics of Math content. Some topics need to be exploited so that students can see the application of Math knowledge to the vocational knowledge of Economics such as:
1. Matrix - Linear equation system applied in KT
2. Functions - Derivatives applied in KT
3. Differential equations applied in KT
4. Characteristic parameters of random variables
5. Random variables and probability distribution laws
6. Statistics
Through the use of some techniques as follows:
Technique 4.1: Give students exercises related to vocational training, aiming to practice skills: Modeling practical economic situations; Solving problems and making decisions in economic analysis; Modeling practical economic situations; Using mathematical language; Applying knowledge in practice; Collecting, analyzing and processing information; Self-study.
Example 1. (XSTK Course)
- Survey problem of spending level of out-of-province students at Hanoi National University.
- Build examples and problems applying distributions of random variables in economics such as: insurance, investment project profit analysis, ...
Example 2. (TCC Course)
- Construct examples and problems on applications in KT of matrices, matrix operations and systems of linear equations.
- Build examples and problems on applying derivatives to find optimal solutions in KT.
Technique 4.2: Ask students to present their reports in groups in front of the class and discuss, to practice skills: Teamwork; Self-study.
Technique 4.3: Integrate into project exercises that require performing math problems using software to check results, to practice skills: IT application .
For example, in a project assignment for students with the topic "Statistics", the teacher can assign students the following major assignment: "Survey on the spending level of students from other provinces at the University of Social Sciences and Humanities, from which to provide reasonable spending guidelines for students", with the requirement:
1. Survey a sample of size 300.
2. Calculate the characteristic parameters of the survey sample.
3. Estimate the average monthly expenditure of out-of-town students at LHU.
4. Currently, the proportion of out-of-town students at the University of Social Sciences and Humanities with a monthly spending level of 2.4 million VND is about 60%. Test the above statement at the 5% significance level.
5. Solve the problem using Excel software. Time to complete: 1 week
Reporting time: 2 periods
Doing this project-based exercise not only helps students directly collect and process data, but also helps students apply the knowledge they have learned to vocational training. Moreover, students will have truly necessary and meaningful experiences in learning the subject, thereby forming and developing skills: collecting, processing data, solving problems, applying information technology, working in groups, etc.
CONCLUSION OF CHAPTER 3
In this chapter, based on the theoretical basis and information presented in chapters 1 and 2, the author focuses on clarifying the design and organization of teaching Mathematics for students of the Economics major according to the CDIO approach to meet the requirements; Proposing principles and measures for teaching Mathematics according to the CDIO approach to train the skills of students of the Economics major towards meeting the requirements.
- Accordingly, the main results achieved are:
Clarifying how to design and organize Math teaching for students of the Economics major according to the CDIO approach to meet the CDR with the following main results:
+ Applying the CDIO approach to teaching model to meet the requirements of the CDIO program clarifies the scientific basis for designing teaching towards meeting the requirements of the CDIO program for students in the economic sector.
+ Propose a process and apply it to design and organize teaching for students, which can be seen as the foundation for pedagogical experiments.
- Proposing principles and 4 specific measures to help teachers teach Mathematics according to the CDIO approach in the direction of training practical skills for students in the Economics major to meet the requirements.
The principles include:
Principle 1: The proposed BPSPs must be based on the human resource requirements of society for the economic sector and the basic contents that students can face in real life.
Principle 2: The proposed BPSPs must ensure CDIO 7 standards on experiential learning and CDIO 8 standards on active learning.
Principle 3: The proposed BPSPs must be suitable for students to participate in the process of solving technical information problems leading to the formation of new knowledge and training of technical skills.
Principle 4: BPSPs must ensure that they stimulate students' interest in learning, in order to promote students' initiative and intellectual capacity.
Principle 5: Proposed BPSPs must ensure feasibility and ensure the quality of training for students in the economic sector.
Measures include:
Measure 1: Help teachers understand the content and characteristics of teaching according to the CDIO approach to meet the CDR.
Measure 2: Teaching some new knowledge content through building introductory problems related to KT. This measure contributes to training the following skills: Creative thinking; Critical thinking; Problem solving and decision making in KT analysis. Measure 3: Strengthening examples and exercises in the direction of applying tools
Math solves problems of economic information and exercises related to specialized subjects of the economic block. This measure contributes to training skills: Problem solving and decision making in economic analysis; Modeling practical economic situations; Using mathematical language; Applying knowledge in practice; Applying information technology.
Measure 4: Increase the number of large exercises in the form of "projects" for students to apply mathematics to solve information problems in economics. This measure contributes to training the following skills: Problem solving and decision making in economic analysis; Modeling practical economic situations; Using mathematical language; Applying knowledge in practice; Collecting, analyzing and processing information; Applying information technology; Working in groups; Self-study.
Measures to help teachers raise awareness of teaching Mathematics according to the CDIO approach, know how to choose active teaching methods and experiential teaching according to CDIO applied in teaching Mathematics to train the skills for students in the Economics major. The measures have focused on training 10 skills that the author proposed for students in the Economics major according to the CDIO approach to meet the requirements.
CHAPTER 4
PEDAGOGICAL EXPERIMENT
4.1. Purpose, requirements, tasks, organizational principles, experimental content
4.1.1. Experimental purpose
- Pedagogical experiment aims to initially test the feasibility and effectiveness of the BPSPs (proposed in chapter 3 of the thesis), through answering the following main questions:
(1) Can the methods proposed by the thesis be implemented in the process of teaching Mathematics at the University of Social Sciences and Humanities? Can teachers design and organize teaching Mathematics in the direction proposed by the author?
(2) Does implementing these BPSPs have a positive impact on students' acquisition of the knowledge they need to be equipped with? Does it really form and develop some technical skills in the field of economics through teaching Mathematics according to the CDIO approach? Does it really train the ability to apply Mathematics to vocational knowledge in the field of economics?
4.1.2. Experimental requirements
- Pedagogical research must ensure honesty and objectivity.
- Pedagogical training must be suitable for students and close to the actual situation of the university.
4.1.3. Experimental tasks
- Compile guidance documents for Math teachers according to the proposed CDIO approach;
- Compile TNSP documents and conduct teaching according to some BPSP and teaching design models according to the CDIO approach proposed in chapter 3;
- Collect, analyze and process TNSP results to check the feasibility and effectiveness of proposed BPSPs.
4.1.4. Principles of experimental organization
- Help students understand the role and importance of Mathematics in vocational training in the field of Economics;
- Guide students to master the basic and necessary knowledge of the subject in the direction of forming and developing the knowledge of the economic sector;
- Organize for students to perform and practice component activities compatible with the content and objectives of the lesson, at the same time forming and developing a number of technical skills in the economic sector;
- During the teaching process, always motivate and create interest for students; always create favorable opportunities for students to experience the teaching model and activities of the technical profession, so that students can see the application of Mathematics to their future careers;
- Guide students to apply knowledge as a means and result of learning activities;
- Classify activities into component activities suitable for learners;
- Ensure students have enough time to think and do learning activities on their own within a small content.
4.1.5. Experimental content
In the first pedagogical experiment , we mainly used case study method as the basis for proposing BPSPs and designing experiential teaching in chapter 3.
In the second pedagogical experiment, we mainly taught a number of lessons designed in the direction of experiential learning (mentioned in chapter 3 of the thesis) and tested the feasibility of the proposed BPSPs.
At the University of Economics and Business, Mathematics courses are taught in the first and second semesters of the first year, including: TCC and XSTK; However, in the pedagogical laboratory, we cannot mention all the techniques, operations, activities, ... of the measures (even some measures only mention a certain aspect). Because our point of view is to choose the contents in the program that are convenient for applying Mathematics knowledge to the vocational training of the Economics sector, in order to increase the applicability of the course, and at the same time train some necessary skills of the Economics sector for students.
Students in the experimental and control groups were preliminarily surveyed for their perceptions before conducting the experiment; after the experiment, they were evaluated for their effectiveness in accessing theoretical knowledge of the subject; and their ability to apply mathematical knowledge to vocational knowledge in the economic sector was evaluated by comparing the results of the experimental and control groups.
4.2. Time, subjects, process, and method of evaluating the results of pedagogical experiments
4.2.1. Time and subjects of pedagogical experiment
Based on the specific requirements of the thesis, we conducted the experiment twice.
Time 1: From October 2016 to January 2017 using the case study method of class 16QT111 (45 students) at LHU. The teacher of the case study is the author of the thesis with 12 years of experience.
2nd time: From February to June 2017 with 2 classes at HLU. TN class is class 16KT111 taught directly by the author; DC class is class 16QT111 taught by Mr. Tran Dinh Anh with more than 20 years of experience.
4.2.2. Process and method of implementing TN content
4.2.2.1. Second experimental procedure
- Choose TN and DC classes that are equivalent in terms of academic level.
- Make a detailed plan for the experiment, clearly identify the tasks that need to be carried out: Purpose of the pedagogical experiment, how to conduct it....
- Thoroughly understand the pedagogical experimental subjects: Learning ability, age psychology, understanding of the economic sector's profession, necessary technical skills of the economic sector....
- Design the experimental lesson plan according to the experiential model, then discuss the experimental idea with the Math teacher so that they can grasp the focus of the experimental lessons. The experimental classes are taught in the usual way (teaching according to the lesson plan prepared by Mr. Anh).
- Conducting experimental lessons in class 16KT111.
- Observe class DC 16QT111.
- Conduct interviews with students and teachers after class to verify and learn from aspects that cannot be measured through tests.
- Let students do written or oral tests, practice and analyze the results, see to what extent students form and develop some of the technical skills of the economic block.
4.2.2.2. Forms of experimental content implementation
+ Integration in the training process
The integration in the teaching process is carried out with 3 measures and the lectures are designed according to the CDIO experiential teaching model in chapter 3 (that is, there is an integration between the implementation techniques in the 3 measures together):
With measure 2, the system of introductory problems related to the information of the profession of the economic sector is supplemented to arouse motivation, create interest, and perfect knowledge for students, while using active teaching methods to convey basic and necessary knowledge of Mathematics for the economic sector. They are implemented and integrated into the teaching process of the lessons with lesson design according to the experiential teaching method.
With measure 3, we have incorporated the following techniques into the experiential lesson plan:
(i) Increase the use of examples, problems and exercises with content and terminology related to specialized subjects in the Economics and Vocational Economics block. This technique is implemented by teachers in the teaching process when provoking motivation, creating interest, sometimes applying formulas, or consolidating knowledge in lessons with knowledge related to specialized subjects in Economics. At a higher level, groups of students in the class are required to do a large interdisciplinary homework assignment under detailed guidance from the teacher.
(ii) We guide students to perform sequential steps in the process of solving a mathematical problem in Math teaching to help students see that Math is a tool to solve mathematical problems in the field of economics. This technique is integrated when giving illustrative examples or solving applied exercises to emphasize the theoretical significance of Math for the field of economics.
(iii) We guide students to do some types of Math using software and ask them to practice at home through compiled sample exercises.
With measure 4, often used in self-study hours of the subject. Project-based teaching aims to apply Math to some vocational situations of the KT block, it is