Teaching mathematics to economic students using the CDIO approach to meet output standards

Teaching mathematics to economic students using the CDIO approach to meet output standards - 26

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2. SKILLS

Question 1: Please indicate your opinion on each statement in the table below by marking (x) at the corresponding level, in which: have or No. Each statement can only be rated at one level according to your opinion.

According to you, by studying Math courses at the University of Social Sciences and Humanities, students have the opportunity to are the following skills formed and developed?
2.1	Skills in using mathematical language in activities economy	 Yes	 No
2.2	Teamwork skills	 Yes	 No
2.3	Creative thinking skills	 Yes	 No
2.4	Critical thinking skills	 Yes	 No
2.5	Self-study skills	 Yes	 No
2.6	Skills in modeling real economic situations	 Yes	 No
2.7	Skills to apply knowledge in practice	 Yes	 No
2.8	Skills in collecting, analyzing and processing information	 Yes	 No
2.9	Problem solving and decision making skills in analysis economic analysis	 Yes	 No
2.10	Information technology application skills	 Yes	 No
2.11	Other skills (if any, please specify the skill name): ................................................................................................................................... ...................................................................................................................................

Question 2: Please indicate your opinion on each statement in the table below by circling a corresponding level, including: 1-Very weak; 2-Weak; 3-Average; 4-Fair; 5-Good . Only one level can be selected for each statement according to your opinion.

To what extent have your skills been formed and developed through studying Math courses at Lac Hong University?
3.1	Skills in using mathematical language in activities economy	1	2	3	4	5
3.2	Teamwork skills	1	2	3	4	5
3.3	Creative thinking skills	1	2	3	4	5
3.4	Critical thinking skills	1	2	3	4	5
3.5	Self-study skills	1	2	3	4	5
3.6	Skills in modeling real economic situations	1	2	3	4	5
3.7	Skills to apply knowledge in practice	1	2	3	4	5
3.8	Skills in collecting, analyzing and processing information	1	2	3	4	5
3.9	Problem solving and decision making skills in analysis economic analysis	1	2	3	4	5
3.10	Information technology application skills	1	2	3	4	5
3.11	Other skills (if any, please specify the skill name): ................................................................................................................................... ...................................................................................................................................
4	The above skills are applied by you in practice. What is the level of professional knowledge?	1	2	3	4	5

C. LEVEL OF APPLYING MATH IN PROFESSIONAL ACTIVITIES OF ECONOMIC SECTORS

Please indicate your opinion on each statement in the table below by circling a corresponding level, in which: 1- Very bad; 2- Bad; 3- Normal; 4- Good; 5- Very good . Only one level can be selected for each statement according to your opinion.

STT

Knowledge content

Level

High level of satisfaction with the requirement of using Math knowledge

Level and Probability Statistics in Professional Activities?

Level of response to the need to apply relevant skills

related to Mathematics in professional activities?

D. STUDENTS' EXPECTATIONS FOR LEARNING MATH CONTENT AT LAC HONG UNIVERSITY

1. To better meet the requirements of your career after graduation, what content do you want to learn about the Math curriculum in school? Which content is unnecessary and should be removed from the curriculum?

................................................................................................................................................................

What content is unnecessary and should be removed from the program?

................................................................................................................................................................

2. Is the Math content you have learned related to the practical economics profession? If not, do you have any suggestions for changes in the Math content that needs to be equipped for the economics sector?

................................................................................................................................................................

3. Have the teaching methods when studying Math courses at school helped you practice your professional skills? If not, do you have any suggestions for changing the methods (for example, which of the following methods should be increased: self-study, presentation, group work, problem-solving teaching, etc.)?

................................................................................................................................................................

4. According to you, what are the core skills that students need to be equipped with during their study of Mathematics at Lac Hong University to help them meet future career requirements?

................................................................................................................................................................

Thank you very much!

APPENDIX 8

CONSULTATION FORM

LECTURER OF ECONOMICS, LAC HONG UNIVERSITY ON THE REQUIREMENTS FOR USING MATH IN PRE-PRIMARY SCHOOLS

Dear Teachers,

With the aim of finding practical solutions to "Improve the quality of teaching MATH subjects " (including Advanced Mathematics and Probability and Statistics ) for students of the economic sector, we would like to ask for objective opinions from teachers. We look forward to receiving your opinions on some issues related to the role of Math subjects in subjects of the economic sector.

I assure you that your answers will be kept confidential and used for research purposes only. For any other comments, please send them to tranhoan.math@gmail.com , or phone: (+84) 973 851 989.

I. GENERAL INFORMATION

1. Your major:................................................................................

2. Work unit:................................ .................................................................................

3. Faculty : .......................................Lectured subject:................................

4. Working time:

 < 5 years  5 to 10 years  Over 10 years

II. SURVEY CONTENT

A. SOME CHARACTERISTICS OF ECONOMIC INDUSTRIES

1. The main activity of an economist is to achieve operational and business goals through controlling the entire operational and business process and optimizing the system.

 True  False

 Other comments: .....................................................................................

...................................................................................................................................

2. Main activities of economic sectors:

(1) Building business management processes and systems.

(2) Control of economic and social activities

(3) Maximize performance to generate additional revenue from management and business activities.

(4) Propose strategies, tactics, and plans to develop the organization.

 True  False

 Other activities:........................................................................

...................................................................................................................................

3. The biggest difficulty for economics students today in finding a job is due to the lack of:

 Knowledge  Professional skills  Professional attitude

 Other comments: ........................................................................................

...................................................................................................................................

B. REQUIREMENTS FOR USING MATH IN LEARNING FOR STUDENTS SPECIALIZING IN ECONOMICS (Including Advanced Mathematics and Probability and Statistics)

1. THE ROLE OF MATH

Dear Teachers, please indicate your opinion on each statement in the table below by circling a corresponding level, in which: 1- Completely unnecessary; 2- Unnecessary; 3- Slightly necessary; 4- Necessary; 5- Very necessary . Each statement can only choose one level according to your opinion.

STT

Content	Level
1	The role of Mathematics in training students in economics?	1	2	3	4	5
2	Which of the following mathematical knowledge is used to study subjects? economics major and at what level?
2.1	Matrices, determinants and applications	1	2	3	4	5
2.2	Linear equation systems applied to economic models economy	1	2	3	4	5
2.3	Vector space	1	2	3	4	5
2.4	Linear mapping	1	2	3	4	5
2.5	Quadratic form	1	2	3	4	5
2.6	Differential calculus of functions of one variable applied to economics	1	2	3	4	5
2.7	Differential calculus of functions of two variables applied to economics	1	2	3	4	5
2.8	Integral calculus of functions of one variable and some applications in economy	1	2	3	4	5
2.9	Differential equations and some applications in economics	1	2	3	4	5

2.10

2. SKILLS

Question 1: Please give your opinion on each statement in the table below by marking (x) at the corresponding level, in which: have or No. Each statement can only be assigned one level according to your opinion.

According to you, teachers, teaching Math courses at the University of Social Sciences and Humanities has the opportunity to form and develop the following skills for students?
2.1	Skills in using mathematical language in activities economic activity	 Yes	 No
2.2	Teamwork skills	 Yes	 No
2.3	Creative thinking skills	 Yes	 No
2.4	Critical thinking skills	 Yes	 No
2.5	Self-study skills	 Yes	 No
2.6	Skills to model real-life situations economy	 Yes	 No
2.7	Skills to apply knowledge in practice	 Yes	 No
2.8	Skills in collecting, analyzing and processing information	 Yes	 No
2.9	Problem solving and decision making skills in economic analysis	 Yes	 No
2.10	Information technology application skills	 Yes	 No
2.11	Other skills (if any, please specify the skill name): ................................................................................................................................... ...................................................................................................................................

Question 2: Teachers, please give your opinion on each statement in the table below by circling a corresponding level, including: 1-Very weak; 2-Weak; 3-Average; 4-Fair; 5-Good . Only one level can be selected for each statement according to your opinion.

Teacher, please tell me to what extent the following vocational skills are formed and developed by students through studying Mathematics courses at Lac Hong University?
3.1	Skills in using mathematical language in economic activities	1	2	3	4	5
3.2	Teamwork skills	1	2	3	4	5
3.3	Creative thinking skills	1	2	3	4	5
3.4	Critical thinking skills	1	2	3	4	5
3.5	Self-study skills	1	2	3	4	5
3.6	Skills in modeling real economic situations	1	2	3	4	5
3.7	Skills to apply knowledge in practice	1	2	3	4	5
3.8	Skills in collecting, analyzing and processing information	1	2	3	4	5
3.9	Problem solving and decision making skills in analysis economy	1	2	3	4	5
3.10	Information technology application skills	1	2	3	4	5
3.11	Other skills (if any, please specify the skill name): ................................................................................................................................... ...................................................................................................................................
4	The above skills are applied by students in their studies. What level of economics courses?	1	2	3	4	5

C. LEVEL OF APPLYING MATH IN LEARNING SPECIALIZED COURSES OF ECONOMICS (Including Advanced Mathematics and Probability and Statistics)

Dear Teachers, please indicate your opinion on each statement in the table below by circling a corresponding level, in which: 1-Very bad; 2-Bad; 3-Normal; 4-Good; 5-Very good . Only one level can be selected for each statement according to your opinion.

STT

Knowledge content

Level

The level of students' response in using mathematical knowledge in learning specialized subjects

economy?

Level of response to requirements for applying relevant skills

Mathematics related to students in learning economics subjects?

D. CDIO APPROACH IN TEACHING MATHEMATICS IN THE DIRECTION OF TRAINING VOCATIONAL SKILLS (KNNN) FOR STUDENTS IN THE ECONOMICS BLOCK

Question 1: Teachers, please give your opinion on each statement in the table below about the level of knowledge and understanding when applying the CDIO approach in teaching Mathematics for students of economic majors in the direction of forming and practicing practical skills using active teaching methods, with options for the following scales: Scale of knowledge level: 1-Don't know; 2-Know a little; 3-Know well ; Scale of understanding level: 1-Don't understand; 2-Know a little; 3-Know well . Each statement can only choose one level according to the teachers' point of view.

Content

Problem	Level
Problem	Know			Understand
Awareness	CDIO approach in teaching	1	2	3	1	2	3
	CDIO approach to economic sector	1	2	3	1	2	3
	CDIO approach to Mathematics with Specific requirements for KNNN	1	2	3	1	2	3
	Skills need to be formed and trained Students in teaching Mathematics	1	2	3	1	2	3
	Active and experiential learning	1	2	3	1	2	3
	Main directions in innovation of teaching methods towards forming and training vocational skills for SV	1	2	3	1	2	3
	Active and experiential learning methods Experiment in Math	1	2	3	1	2	3
	Purpose of using each active teaching method	1	2	3	1	2	3
	Advantages and disadvantages of each proactive teaching method	1	2	3	1	2	3
	Active and experiential teaching methods Math	1	2	3	1	2	3

Differential equations and some applications in economics

Number series, function series

Probability definition, probability in statistical sense, formulas

probability formula

Random variables and some probability distribution laws of variables

cool

Statistical analysis and processing

Estimation and verification problems