Article Sidebar

PDF
Date Published: 17/05/2024
Online Published: 16/09/2024
Abstract Views: 52
Views PDF: 39
DOI: https://doi.org/10.52714/dthu.13.01S.2024.1322
Issue
Vol. 13 No. 01S (2024): Special Issue of Social Sciences and Humanities (Vietnamese)
Section
Social Sciences and Humanities Issue (Vietnamese)
How to Cite
Vo, X. M., & Huynh, B. H. (2024). Applying collaborative learning approach in teaching the maths case of two congruent triangles. Dong Thap University Journal of Science, 13(01S), 290-302. https://doi.org/10.52714/dthu.13.01S.2024.1322

Applying collaborative learning approach in teaching the maths case of two congruent triangles

Xuan Mai Vo1, Ba Hieu Huynh2,
1 Faculty of Mathematics - Information teacher education, School of Education, Dong Thap University, Cao Lanh 870000, Vietnam
2 Post-graduate student, Dong Thap University, Cao Lanh 870000, Vietnam

Main Article Content

Abstract

In the current period of digital transformation in education, the competence-based trend of innovative teaching to form students’ necessary capabilities in the 21st century is an important task. Mathematics teaching has many opportunities to develop mathematical competence and general abilities such as communication and collaboration to meet that trend. Therefore, applying the collaborative learning approach encourages students' active participation and critical thinking. It also develops teamwork, communication, and mathematical and practical problem-solving skills. With that in mind, this article studies the collaborative learning perspective and proposes a process for designing teaching situations, thereby concretizing the process of designing theorem teaching activities on two congruent triangles in mathematics of grade 8.

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Keywords

Collaborative learning, collaborative learning approach, collaborative competence, designing teaching situations, two congruent triangles

References

Austin, D. E. (2004). Partnerships, Not Projects! Improving the Environment Through Collaborative Research and Action. Human Organization, 63(4), 419–430.
Bộ Giáo dục và Đào tạo (2018). Chương trình giáo dục phổ thông - Chương trình tổng thể, NXB Giáo dục Việt Nam, Hà Nội.
Đặng, T. H. (2002). Dạy học hiện đại – Lý luận, biện pháp, kỹ thuật, NXB ĐHQG Hà Nội.
Hoàng, L. M. (2014). Hợp tác trong dạy học môn Toán. Hà Nội: NXB Đại học sư phạm.
Johnson, D.W., & Johnson, R.T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Journal of Educational researcher, 38(5), pp. 365-379.
Johnson, D. W., Johnson, R. T., & Holubec (1998). Cooperative Learning in The Classroom, Association For Supervision and Curriculum Development. Alexandria Virgnia.
Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-social and behavioral sciences, 31, 486-490.
Lowyck, J., & Pöysä, J. (2001). Design of collaborative learning environments. Computers in human behavior, 17(5-6), 507-516.
Nguyễn, B. K. (2015). Phương pháp dạy học môn Toán, NXB Đại học Sư phạm.
Nguyễn, H. C. (2004). Dạy học hợp tác. Tạp chí thông tin KHGD, số 114.
Nguyễn, V. Q. (2022). Vận dụng quan điểm hợp tác trong thiết kế tình huống dạy học chủ đề góc với đường tròn lớp 9. Luận văn thạc sĩ Lý luận và PPDH bộ môn Toán, Trường Đại học Đồng Tháp.
Phan, T. N. (2005). Dạy học và phương pháp dạy học trong nhà trường, NXB Đại học Sư phạm.
Roberts, T. S. (Ed.). (2004). Online collaborative learning: Theory and practice. IGI Global.
Rutherford, S. M. (2014). Collaborative learning: Theory, strategies and educational benefits. Nova.
Trần, B. H. (2002). Những đặc trưng của phương pháp dạy học tích cực. Tạp chí giáo dục, Số 32, 26-28.

Most read articles by the same author(s)