Thiết kế công cụ đánh giá thường xuyên năng lực tư duy và lập luận Toán học của học sinh lớp 2 qua dạy học nội dung Số và Phép tính

Abstract

Formative assessment plays an important role in primary mathematics education, particularly in tracking the development of students’ mathematical competencies. This article designs formative assessment tools to evaluate Grade 2 students’ mathematical thinking and reasoning competence under the topic of "Numbers and Operations". The study employed theoretical research methods, questionnaire surveys, classroom observations, student work analysis, and descriptive statistics. Empirical data were collected from a survey of 20 teachers and 150 Grade 2 students across five primary schools in Phu Khuong Ward, Vinh Long Province. Based on an analysis of the required learning outcomes for "Numbers and Operations", the manifestations of mathematical thinking and reasoning competence, and current formative assessment practices in primary schools, the article proposes a framework of assessment tools comprising observation checklists, assessment worksheets, rubrics, and prompts/guiding questions for classroom instruction. These tools are tailored to specific learning activities, enabling teachers to gather concrete evidence of student progress.