Dạy học nội dung phân số lớp 4 theo mô hình 5E: một nghiên cứu thực nghiệm

Abstract

In the context of educational reform on the development of students’ qualities and competencies, organizing mathematics instruction through active learning models has become an urgent requirement. This paper presents the application of the 5E instructional model in teaching fractions in Grade 4 mathematics. Analyzing the characteristics of the 5E model and the required learning outcomes for the "Fractions" topic, the authors designed a teaching sequence and conducted a pedagogical experiment at Binh Huu Primary School, Tay Ninh Province. The experiment involved 65 students (including 32 in the experimental group and 33 in the control group) from April 1 to May 10, 2025. The experimental content focused on fractions to examine the effectiveness of the 5E model in developing students’ mathematical competencies. A mixed-method approach was used with quantitative and qualitative analyses to process and compare pre- and post-experimental results. The findings indicate that teaching based on the 5E model fosters students’ activeness and autonomy, enhances their motivation, and supports the development of key mathematical competencies. This approach is consistent with the competency-based orientation of mathematics education reform at the primary level.