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Thesis Issues That Need to Focus on Research and Solve


The thesis aims to solve the remaining problems in theory and practice of HTA management in high schools in the direction of developing human resources.

1.1.4. General assessment

1.1.4.1. Inherited content

Based on the general research in the world as well as in the country on teaching and managing HTA according to the development orientation of NLHS, the author finds that the following contents can be inherited in the process of implementing the topic:

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- Theoretical basis of teaching according to the NL approach;

- Research on teaching Mathematics in English according to the NLHS approach;

Thesis Issues That Need to Focus on Research and Solve

- Studies show the successes and shortcomings, even failures of countries in organizing the teaching of Mathematics in English, the causes and lessons learned.

1.1.4.2. Unresolved issues

Based on the general research in the world as well as in the country on the development of human resources and management of human resources in the direction of developing human resources, the author has some general assessments on the following issues that have not been mentioned in the research:

1) The issues of HTA in high schools according to the orientation of developing specialized human resources with all its structural elements such as: Teaching methods; Teaching resources; Teaching methods, teaching systems; use of teaching equipment and means; Evaluation of teaching results; The issues of HTA management according to the orientation of developing human resources have not been fully studied with elements such as: necessity; goals; functions; subjects; factors affecting HTA management according to the orientation of developing human resources;

2) There has not been a complete and objective assessment of the current situation of teaching activities and management of teaching staff in high schools according to the orientation of developing human resources;


3) There have been no scientific and feasible measures proposed to improve the effectiveness of HTA management in high schools in the direction of developing human resources.

1.1.4.3. Thesis issues that need to be focused on and solved

1) Research to solve theoretical issues on teaching activities, management of teaching activities, management of learning outcomes in high schools according to the orientation of developing student capacity;

2) Fully and objectively assess the current status of teaching activities and management of teaching staff in high schools according to the orientation of developing human resources;

3) Research and propose measures to manage HTA in high schools according to the orientation of developing NLHS.

1.2. BASIC CONCEPTS

1.2.1. Students' capacity in teaching Math in English

1.2.1.1. Capacity

Competency is one of the issues that is of interest to research because it has great practical and theoretical significance. The development of human competence in society will ensure that everyone is free to choose a career that suits their individual abilities, making their activities more effective,... and more satisfied with their work. Currently, competence is understood in many different ways, depending on the context and purpose of use.

Soviet psychologists VA Cruchetxki, VN Miaxisov, AG Kovaliov [12], VP Iaguncova.... all believe that: Human capacity is always linked to their own activities. In any human activity, to perform effectively, people need to have a number of necessary psychological qualities and the combination of these qualities is called capacity [12].

As we know, the content and nature of an activity are determined by the content and nature of its object. Depending on the content and nature of the object, the activity requires the subject to have certain requirements.


determined. In other words, each different activity, with different nature and level, will require the individual to have certain psychological attributes (conditions for effective activity) suitable for it. Thus, when talking about NL, it is necessary to understand that NL is not a single psychological attribute (for example, perception, memory, etc.) but a synthesis of individual psychological attributes (this synthesis is not the sum of attributes but an organic unity, between these psychological attributes there is an interactive relationship according to a certain system and in which one attribute emerges as the main one and the other attributes play a dependent role), meeting the requirements of the activity and ensuring that the activity achieves the desired results.

According to the ASK model proposed by Benjamin Bloom, competencies consist of three components: Attitude; Knowledge; Skills [55]. In which, attitudes often include factors related to the worldview of receiving and responding to phenomena, determining values ​​(valuing), and prioritizing values. Qualities and behaviors express an individual's attitude towards work, motivation, as well as the qualities needed to do a good job. Qualities are also determined in accordance with the job position. Knowledge is understood as the competencies of data collection, comprehension, application, analysis, synthesis, and evaluation. These are the basic competencies that an individual needs to acquire when taking on a job. The more complex the job, the higher the level of requirements for these competencies. Skills are the ability to perform tasks, turning knowledge into action. Skills are usually divided into main levels such as: imitation (observation and model behavior), application (performing some actions by following instructions), application (more precise in each situation), creative application (becoming a natural reflex) [90].


The Organization for Economic Cooperation and Development (OECD) defines competency as “ the ability to respond effectively to complex demands in a particular context ” [79].

According to Campion, NL is understood as: A set of knowledge, skills and characteristics required to achieve high results in a specific job or activity [60].

Pham Minh Hac considers NL as " a complex combination of psychological attributes of each person, suitable for the requirements of a certain activity, ensuring that the activity takes place with results " [21; p.334]. Also according to the author, " in the psychological attributes of the personality that make up a NL for a certain activity, there are always attributes of primary importance, while other attributes have a complementary, supporting role " [21; p.335].

Nguyen Quang Uan considers NL as " a combination of unique personal attributes, suitable for the requirements of a certain activity, ensuring that the activity has results " [48; p.178].

According to Dang Thanh Hung, competence is " a personal attribute that allows an individual to successfully perform certain activities and achieve desired results under specific conditions " [25].

According to author Tran Trung Dung [16], competency is understood as the ability to perform, which is the possession of knowledge, skills, attitudes and personality traits that a person needs to have to meet the requirements of a specific task.

According to Dang Thanh Hung, competence consists of three basic elements: knowledge, skills and expressive behavior, in which skills play a very important role [26].

According to author Luong Viet Thai, competence is made up of basic components: 1) Knowledge about a certain field of activity or relationship; 2) Skills to conduct activities or promote and behave in a certain relationship; 3) Psychological conditions to organize and implement that knowledge and skills in a unified structure and with a clear orientation [40].


According to Do Duc Thai, "Competence is a personal attribute formed and developed through innate qualities and the process of learning and training, allowing people to mobilize a synthesis of knowledge, skills and other personal attributes such as interest, belief, will... to successfully carry out a certain type of activity, achieving desired results under specific conditions" [39].

Competency is divided into general competence and specialized competence.

General competence is the basic, core competence for people to be able to live and work normally in society. This competence is formed and developed through many activities. Some authors also call this general competence the main competence with different terms such as basic competence, main competence, core competence, basic competence, essential competence. ... According to the EU's concept, each general competence needs to: Contribute to creating valuable results for society and the community; Help individuals meet the demands of a large and complex context.

Specialized competence is the ability to perform specialized tasks, as well as the ability to evaluate specialized results independently, methodically and accurately in terms of expertise. It is acquired through learning specialized content and is mainly associated with cognitive and psychological abilities [88]. Specialized competence is the competence that is formed and developed on the basis of general competence in a specialized, specific direction in types of activities, jobs or specific situations and environments, necessary for specialized activities.

Synthesizing the above viewpoints, the author unifies the concept of competence in the thesis as: Competence is a synthesis of skills, knowledge and attitudes suitable to the psychological characteristics of the individual, ensuring that activities achieve results.

1.2.1.2. Student capacity

Students' capacity is the ability to master knowledge systems, skills, and attitudes appropriate to age characteristics and apply them appropriately.


meet learning tasks, while effectively solving problems that life poses for them.

Student capacity is a dynamic, open, multi-component, multi-level structure, containing not only knowledge, skills, attitudes,... but also students' qualities including: beliefs, values, social responsibility, their readiness to act in the general learning environment and the changing conditions of society.

The general education program, the comprehensive program (2018), has identified the formation and development of core competencies for students: "General competencies are formed and developed through all subjects and educational activities: autonomy and self-study competencies, communication and cooperation competencies, problem-solving and creativity competencies; Specific competencies are formed and developed mainly through certain subjects and educational activities: language competencies, computational competencies, scientific competencies, technological competencies, information technology competencies, aesthetic competencies, physical competencies" [3]; In addition to forming and developing core competencies, the general education program also forms and develops in students the qualities: "patriotism, humanity, diligence, honesty, responsibility" [3].

Thus, students' competencies include competencies and qualities expressed, formed and developed through students' learning activities. In which, the core competencies identified in the general general education program (2018) include general competencies and specific competencies:

- General competencies include: autonomy and self-study, communication and cooperation, problem-solving and creativity;

- Specific competencies include: language competencies, computational competencies, scientific competencies, technological competencies, information technology competencies, aesthetic competencies, and physical competencies;

The core qualities identified in the 2018 general education program include: patriotism, compassion, diligence, honesty, and responsibility.


1.2.1.3. Mathematical ability

According to the American Association of Teachers of Mathematics, "Mathematical competence is the ability to grasp and use mathematical content."

According to Blomh & Jensen: "Mathematical competence is the ability to act in response to mathematical challenges in given situations"[56].

According to Niss: "Mathematical competence is the individual's ability to use mathematical concepts in a variety of mathematically relevant situations, including those within or outside of mathematics (to understand, decide, and explain)" [56]

According to VA Kruchetxki: Mathematical abilities are understood as individual psychological characteristics that meet the requirements of mathematical learning activities, and under equally solid conditions are the cause of success in creatively mastering mathematics as a subject, especially relatively fast, easy, and profound mastery of knowledge, skills, and techniques in the field of mathematics.

Concept within the framework of the PISA international student assessment program (2003) on mathematical competence [22, pp. 54-55]: Mathematical competence is the ability of an individual to recognize and understand the role of mathematics in life, to judge and reason based on a solid foundation, to use and form a passion for exploring and discovering mathematics to meet the needs in the life of that individual. Another definition also according to PISA: Mathematical competence is the ability of an individual to know how to formulate, apply and explain mathematics in many contexts. It includes mathematical reasoning and the use of concepts, methods, events and tools to describe, explain and predict phenomena.

Tran Luan [34] believes that: Mathematical competence is the psychological characteristics that meet the needs of mathematical activities and create conditions for acquiring knowledge and skills in the field of mathematics relatively quickly, easily and deeply under similar conditions.


Components of Mathematical Literacy

The mathematical competence components of students include the following components: receiving mathematical information, processing mathematical information, storing mathematical information, and general synthesis components [24, pp.129-130].

The components of mathematical competence include: the ability to skillfully transform complex word expressions; the ability to find ways to solve equations that do not follow standard rules; geometric imagination or “geometric intuition”; the art of logical reasoning in correctly divided steps, especially understanding and having the skill to correctly apply the principle of mathematical induction [24, p. 129]. EL Thorndike has deeply researched the field of algebra and argued that the components of algebraic competence include: the ability to understand and establish formulas; the ability to represent quantitative relations into formulas; the ability to transform formulas; the ability to establish equations representing given quantitative relations; the ability to solve equations; the ability to perform homogeneous algebraic transformations; the ability to graphically represent the functional dependence of two quantities [45, p. 18].

According to Niss: Mathematical competence consists of eight elements, divided into two clusters. The first cluster includes: Mathematical thinking competence; Mathematical problem solving competence; Mathematical modeling competence; Mathematical reasoning competence. The second cluster includes: Representation competence; Competence in using formal language and symbols; Mathematical communication competence; Competence in using tools and means of learning mathematics [56].

According to PISA, the components of mathematical competence are: thinking and reasoning competence; reasoning competence; modeling competence; problem posing and problem solving competence; communication competence; representational competence; competence in using language and formal symbols; competence in using support means and tools.

According to the American Mathematical Association: Problem-solving ability; Reasoning and proving ability; Communication ability; Connection ability; Representation ability.

The UK emphasizes three core competencies: comprehension; mathematical reasoning; and mathematical problem solving.

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