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Related Experiment Video

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Activity theory as a framework for teaching mathematics: An experimental study.

Nguyen Phu Loc¹, Nguyen Pham Phi Oanh¹, Nguyen Phuong Thao^2,3

¹School of Education, Can Tho University, Viet Nam.

|October 17, 2022

Summary

This summary is machine-generated.

Activity theory improved geometry learning outcomes for students by providing a structured, three-phase teaching process. While reducing weaker students, further research is needed to boost high achievers.

Keywords:

Activity theory Activity-based teaching Knowledge formation Learning motivation Straight line Teaching geometry

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Area of Science:

Educational Psychology
Mathematics Education

Background:

Traditional teaching methods may not fully engage all students in learning geometry.
Activity theory offers a framework for understanding and structuring learning processes.

Purpose of the Study:

To introduce activity theory for teaching straight-line equations in Geometry 10.
To develop and evaluate a three-phase teaching model based on activity theory.

Main Methods:

A three-phase teaching model: Motivation, Knowledge Formation, and Practice/Consolidation.
A two-group pretest-posttest experimental design comparing activity theory with traditional methods.
Inferential statistics were used to analyze learning outcomes in Ben Tre province, Vietnam.

Main Results:

Students taught with the activity theory approach demonstrated superior learning outcomes compared to the traditional method.
The experimental group showed a decrease in the number of students performing at a lower level.
An increase in the number of high-achieving students was not observed.

Conclusions:

The activity theory approach is effective in improving geometry learning outcomes.
Further research is necessary to enhance the approach's impact on students across all achievement levels.