Teaching Math in English in High School Based on Student Capacity Development Orientation

In summary: The goal of HTA activities in high schools according to the orientation of developing student competencies must be built from the beginning of the school year, in accordance with the school's resources, ensuring interdisciplinary and general educational goals; especially helping students form and develop competencies: Mathematical thinking and reasoning competencies in English; Mathematical modeling competencies; Mathematical problem solving competencies; Mathematical communication competencies in English; Competencies in using math learning tools and means; Competencies in applying IT to math, contributing to the formation and development of general competencies in students: autonomy and self-study competencies; Problem solving and creativity competencies; Communication and cooperation competencies; along with the formation and development of the main qualities: patriotism, humanity, diligence, honesty, responsibility.

1.3.2. Teaching content of Math in English in high school according to the orientation of developing students' capacity

The content of teaching Math in English in high schools according to the orientation of developing human resources must ensure the following requirements:

- Teaching content ensures the development of personal attributes in terms of qualities and competencies. Therefore, the selected teaching content includes the main and essential contents, focusing on essential contents, paying attention to students' individual competencies in order to achieve the goal of developing qualities and competencies for all students;

Maybe you are interested!

- Teaching content ensures students' development in each stage and is practical, meaning that teaching content needs to inherit and develop, in accordance with the requirements and demands of reality;

- Teaching content must ensure the standard content of the Ministry of Education and Training's program, and must also ensure modernity, advancement, and application of recent achievements in science and technology in various fields;

- Teaching content must pay attention to the application of IT in teaching, to the specific characteristics of each school. Because each school implements the Math teaching program in English differently, some schools implement the entire program.

program, some schools only implement one subject Algebra or Geometry; some schools only implement some content;

- The content chosen for teaching is not only based on the logical system of mathematics but also prioritizes content that is suitable for students' cognitive level, especially taking into account students' English proficiency;

- The structure of mathematical content and English knowledge must be closely linked with the goal of developing the components of competence in the process of choosing teaching materials.

In summary, the English-language Math curriculum in high schools in accordance with the development of students' competence is designed by the school based on the high school Math curriculum standards in English, helping to achieve the teaching objectives, suitable to the conditions and resources of the school while ensuring practicality, modernity, taking into account the interdisciplinary relationship and developing English language competence.

1.3.3. Methods of teaching Math in English in high schools based on the orientation of developing students' capacity

The method of teaching Math in English in high schools according to the orientation of developing students' ability needs to meet the following basic requirements:

- Suitable for students' cognitive progress (from concrete to abstract, from easy to difficult); not only focusing on the logic of mathematical science but also paying attention to the process of students' English language development;

- Thoroughly grasp the spirit of "taking students as the center", promoting students' strengths and limiting students' shortcomings;

- The method needs to stimulate students' positivity and self-awareness, pay attention to the needs, cognitive abilities, English abilities, and different learning methods of each individual student; organize the teaching and learning process in a constructive direction, in which students participate in exploring, discovering, reasoning, and solving problems;

- Flexibility in applying traditional teaching methods and active teaching methods, suitable for teaching content and teaching environment. Lesson structure ensures a balanced and harmonious ratio between core knowledge, applied knowledge and English skills;

Teaching methods need to promote the positive role of teaching tools, means, equipment and apply IT and communication, creating opportunities for students to develop their abilities; creating stimulating factors, arousing latent abilities, creativity, and exploration of new things in students.

i) Traditional teaching methods

Traditional teaching methods are characterized by the teacher holding the central position in the teaching system, knowledge is transmitted directly from the teacher to the students. Normally, after presenting the theory, the teacher will give some illustrative examples or some sample problems, then ask the students to apply the knowledge to solve situations similar to the situation that the teacher has presented and solved.

In teaching practice, teachers often use the following traditional teaching methods: verbal methods (presentations, conversations, etc.); visual methods (real, figurative or symbolic objects, watching videotapes, projectors, etc.); and practical and drill methods. These methods can still help students form and develop qualities and abilities, but usually at a basic level.

ii) Teaching methods to actively promote student activities

According to the general education program (2018), "Teachers play the role of organizing and guiding students' activities, creating a friendly learning environment and problematic situations to encourage students to actively participate in activities" [6, p.32]. During the learning process, students become subjects, constructing their own knowledge. Therefore, the knowledge students acquire is the result of problem-solving activities. This knowledge may be one-sided and incomplete, but will be completed by the class and by the teacher.

Some active teaching methods in HTA in high schools:

- Problem-solving teaching: Problem-solving teaching is a way of organizing teaching, in which students are placed in a problematic situation that they do not know the methods or means for, and must make an effort to think to solve the problem;

- Teaching mathematical modeling: is teaching how to build mathematical models of reality, aiming to answer questions and problems arising from reality;

- Teaching through scientific debate: is to organize the math class as a scientific community, in which students will play the role of mathematicians to establish the truth for the mathematical knowledge that needs to be taught based on logical reasoning rules and known mathematical knowledge;

- Teaching mathematics through experiential activities: is teaching based on models associated with experiential learning theory;

- Cooperative learning: is a way of organizing teaching, in which students work in groups to research, exchange ideas and solve problems.

In summary, the teaching method of Math in English in high schools according to the orientation of developing students' competencies must be: appropriate to the content; help achieve teaching objectives; promote the active and proactive role of students; personalize teaching activities so that students can reveal their qualities, develop their competencies and strengths.

1.3.4. Teaching Math in English in high schools towards developing students' capacity

Teaching Math in English in the direction of developing students' ability as well as other subjects must shift from mainly learning in class to organizing diverse learning forms, paying attention to social activities, extracurricular activities, and scientific research.

With the characteristics of Mathematics, it is necessary to organize teaching activities in a constructive direction, in which students participate in exploring, discovering, reasoning and solving problems, including discovering the meaning of words in English. Pay attention to the forms

learning outside the classroom so that students can apply practical knowledge to solve life problems.

Flexible teaching methods with teacher-student roles, diverse grouping methods, and mutual support between students with different strengths.

- Coordinate the stages in the teaching process to ensure harmony in scale and duration, math content and English skills, avoiding the situation of focusing on math knowledge without developing English skills.

In summary, the English teaching system for Mathematics in high schools with the orientation of developing students' competence has the following characteristics: diverse ways of organizing learning activities; promoting the active role of students in using teaching equipment; creating factors to stimulate students' potential competence and creativity; exchanging teacher-student roles, creating an atmosphere of lively debate and criticism.

1.3.5. Organize testing and evaluation of teaching results of Math in English in high schools according to the orientation of developing students' capacity.

Assessment and testing according to the development orientation of human resources in high schools has the following characteristics:

- Assessment for learning: shows that assessment takes place regularly during the teaching and learning process, so that teachers can detect students' progress, thereby supporting and adjusting the teaching and learning process;

- Assessment is learning: shown in the teaching process, teachers organize for students to self-assess and evaluate each other, considering it as a learning activity so that students can see their own progress, from which students can self-adjust their learning;

- Assessment of learning outcomes: shows periodic assessment at the end of each stage to compare with output standards;

In addition, the evaluation of teaching results of Math in English in high schools according to the orientation of developing students' competence also has the following characteristics:

- Assess the level of achievement of Math output standards taking into account the development of students' English skills in each stage;

- Assessment throughout the teaching process, diversifying different assessment methods and forms, suitable for each teaching objective of Math in English;

- Assessment must focus on helping students with learning methods for Math and English, improving learning outcomes in each stage; assessment must help guide and adjust teaching and learning methods right in the teaching and learning process; assessment must be in many forms, combining process assessment with periodic assessment; using assessment results appropriately.

- Assessment needs to pay more attention to the following contents: integrating the assessment of mathematical knowledge and skills with English language skills; focusing on the assessment of the ability to apply mathematical knowledge to solve practical problems related to mathematics; paying attention to students' learning attitudes and mathematical interaction ability in an English communication environment.

In summary, assessing the results of teaching Mathematics in English in high schools according to the orientation of developing students' competence is the process of examining the level of achievement of output standards according to the competence determined in the teaching environment, carried out in a variety of different forms, throughout the teaching and learning process. At the same time, assessment must focus on helping students with learning methods, improving learning outcomes; helping to guide and adjust teaching and learning methods right in the teaching and learning process.

1.3.6. English proficiency of teachers and students in teaching Mathematics in English at high schools according to the orientation of developing students' competence.

When considering teaching activities of Math in English in high schools according to the orientation of developing students' competence, in addition to factors such as: Teaching environment; Teaching content; Teaching methods; Teaching system; Assessment, there are also factors that play an important role.

The deciding factor on teaching and learning outcomes is the English proficiency of teachers and students, or in other words, the human factor directly participating in teaching activities.

If it is only Math teaching activities in Vietnamese, the language factor has very little influence on the teaching activities of teachers and students, if any, it is only regional for ethnic minority students in remote areas. However, for HTA, it is completely different. Foreign language is a huge barrier to creating a teaching environment, the English proficiency of teachers and students will affect the ability of teachers to organize teaching hours and students' knowledge acquisition activities. Therefore, to effectively organize Math lessons in English, in addition to Math skills, English skills are very important specifically:

- Listening and understanding skills of mathematical content in English;

- Ability to speak about mathematical content in English;

- Ability to read and understand mathematical texts in English;

- Ability to present (write) mathematical texts in English.

These skills are combined and interwoven in teaching activities, along with mathematical thinking operations, along with the atmosphere of communication, debate and criticism. Therefore, when considering the English language factor in teaching activities of Mathematics according to the orientation of developing students' competence in high schools, the thesis does not simply consider English as a language to carry out communication in teaching activities but considers English in an organic relationship with mathematical thinking and reasoning operations. Therefore, when proposing competence, the thesis proposed two core competencies: mathematical thinking and reasoning competence in English and mathematical communication competence in English.

Therefore, when considering the elements of teaching activities of Mathematics in English in high schools according to the orientation of developing students' competence, in addition to the elements: Teaching environment; Teaching content; Teaching methods; Teaching system; and Assessment, the author added the factor of English competence of teachers and students for research without considering this factor as a factor affecting teaching activities of Mathematics in English.

1.4. MANAGEMENT OF TEACHING MATH IN ENGLISH IN HIGH SCHOOLS IN THE ORIENTATION OF DEVELOPING STUDENTS' CAPACITIES.

1.4.1. The necessity of managing the teaching of Mathematics in English in high schools in the direction of developing students' capacity

1.4.1.1. Meeting the needs of managing the teaching of Math in English according to the development orientation of students' capacity of schools.

In Vietnamese high schools, there is currently a huge limitation in English education, when the training quality does not meet actual needs, training time is wasted when the expectation of quality is not highly appreciated by society. Meanwhile, the importance of English is increasingly affirmed. Therefore, many schools have sought ways to integrate English into subjects and educational activities to stimulate English teaching and learning. The Vietnamese Ministry of Education and Training (MOET) has issued the National Foreign Language Project 2020, aiming to make English the language of instruction in 15% of math classes in well-resourced high schools, especially specialized high schools. In addition, the Ministry of Education has issued the 2018 general education program, focusing on shifting education from a content-based approach to a competency-based approach.

Mathematics and natural sciences are considered suitable because the use of English to teach these subjects is necessary, clear and logical (26), in which Mathematics is the most favorable subject to teach in English because. One is that Mathematics is often given special importance in the Vietnamese education system. Two is that Mathematics has a high content of logical thinking so it does not need too much verbal explanation and the organization of group activities and construction is also advantageous, so it does not need to use too much English and logical reasoning also makes it easier to understand the meaning of English. Therefore

Comment