Loc Nguyen Phu, Oanh Nguyen Pham Phi, Thao Nguyen Phuong, De Trang Van, Triet Le Viet Minh
School of Education, Can Tho University, Viet Nam.
An Giang University, Viet Nam.
Heliyon. 2022 Oct 1;8(10):e10789. doi: 10.1016/j.heliyon.2022.e10789. eCollection 2022 Oct.
This article introduces activity theory and how it can be employed to instruct the topic of straight-line equations in a plane - Geometry 10. Using the activity theory approach, we studied and developed a teaching process. The procedure is divided into three stages: Phase 1: Motivation and goal orientation, in which teachers present situations to attract students to the lesson; Phase 2: Knowledge formation, in which students engage in a variety of learning activities to build the knowledge they need to learn; Phase 3: Practice and consolidation, in which many exercises are assigned to students to solve in order to consolidate their knowledge and assist teachers in detecting and correcting students' misconceptions. To examine the effectiveness of applying the proposed three-phase model, we used a two-group pretest-posttest experimental model to determine whether or not teaching with the activity theory approach is more effective than the traditional teaching method by testing four research hypotheses. The experimental teaching took place in the Mo Cay district of Ben Tre province, Vietnam. Both the experimental and control classes began with the same level of mathematics, which was then tested using inferential statistics. After completing the pedagogical experiment, we discovered that students in the experimental class who were taught using activity theory achieved better learning outcomes than students in the control class, who were taught using the traditional teaching method; in the experimental class, the number of weak students decreased in comparison to the original; however, the number of good students did not increase. This is an issue that requires further studies to find ways to influence a wide range of students with different levels of mathematics so that the effectiveness of teaching according to the activity theory approach is improved.
本文介绍了活动理论以及如何运用该理论指导平面几何10中直线方程的主题。采用活动理论方法，我们研究并开发了一个教学过程。该过程分为三个阶段：第一阶段：动机与目标导向，教师在此阶段呈现情境以吸引学生参与课程；第二阶段：知识形成，学生在此阶段参与各种学习活动以构建所需学习的知识；第三阶段：练习与巩固，在此阶段布置许多练习让学生解答，以巩固他们的知识，并帮助教师发现和纠正学生的误解。为检验所提出的三阶段模型的有效性，我们使用了两组前测-后测实验模型，通过检验四个研究假设来确定采用活动理论方法教学是否比传统教学方法更有效。实验教学在越南槟椥省墨棋县进行。实验班级和对照班级的数学起点水平相同，之后使用推断统计进行测试。完成教学实验后，我们发现，采用活动理论教学的实验班级学生比采用传统教学方法的对照班级学生取得了更好的学习成果；在实验班级中，与原来相比，成绩差的学生数量减少了；然而，成绩好的学生数量并未增加。这是一个需要进一步研究的问题，以便找到影响不同数学水平的广泛学生的方法，从而提高基于活动理论方法的教学效果。
