Review your teaching and testing methods for Math; stop using tricks and riddles.

TPO - In an interview with Tien Phong newspaper, Professor Ngo Bao Chau, Director of Science at the Institute for Advanced Studies in Mathematics, stated that the current curriculum is no more demanding than past curricula or those of other countries. However, he believes that the assessment methods and teaching approaches need to be reviewed, and that the use of tricky and misleading math problems should be absolutely avoided.

TPO - In an interview with Tien Phong newspaper, Professor Ngo Bao Chau, Director of Science at the Institute for Advanced Studies in Mathematics, stated that the current curriculum is no more demanding than past curricula or those of other countries. However, he believes that the assessment methods and teaching approaches need to be reviewed, and that the use of tricky and misleading math problems should be absolutely avoided.

The teaching and assessment methods need to be reviewed.

Professor, I understand that the Institute for Advanced Studies in Mathematics recently conducted a survey and evaluation of mathematics in the 2018 general education curriculum. Could you share some of your assessments of the mathematics curriculum currently being studied by Vietnamese high school students?

At the request of the Ministry of Education and Training , the Institute for Advanced Studies in Mathematics established a research team to compare the mathematics curriculum for high school students in Vietnam with that of other countries.

This is a comprehensive comparative study of the content, duration, teaching and learning methods of mathematics, along with forms of testing and assessment. The research team, established in October 2024, has been strengthened and is now working, having achieved some initial results, including collecting the curriculum framework of a representative country for comparative study and beginning to develop questionnaires.

This is a long-term research project, but the research team plans to release some initial conclusions by early summer.

Currently, I can only share some of my personal thoughts because the comparative research team has not yet reached the conclusion stage.

Some argue that the current high school mathematics curriculum is too demanding, with many difficult problem types, posing a challenge for students at all levels. This is also a major factor leading to students needing extra tutoring, otherwise they will not be able to solve classroom assignments or prepare for exams. What are your thoughts on this issue?

In countries like China, Singapore, South Korea, and Israel, the high school math curriculum is significantly more demanding than in Vietnam.

The A-level programs in British Commonwealth countries are much more in-depth, especially in applied mathematics, compared to the program in our country. Programs in countries like Malaysia and Indonesia are perhaps less demanding than in Vietnam. We see a differentiation among countries, with the top group being those with ambitions for technological development.

I've also heard many parents complain that the current high school math curriculum is too difficult, to the point that even they can't help their children with homework at the middle school level. However, if we compare the current high school math curriculum with the past, it doesn't seem any harder; in some places, it's even easier. Only the probability and statistics section has had its content expanded and implemented earlier.

Essentially, adding content on probability and statistics is logical and necessary because it is the most essential mathematical knowledge in modern life.

The fundamental difference between the current and past curricula is not the total amount of knowledge, but the way the content is arranged across the school years. According to current regulations, students must study geometry, algebra, probability, and other related topics each semester; therefore, the content is arranged in a concentric spiral pattern.

Each topic will be covered multiple times, in various classes, each time in slightly more depth. This model makes sense from a pedagogical standpoint because everyone's learning generally follows a concentric spiral path. However, the consequence is that in each semester, students have to learn too many things without gaining any in-depth understanding. This is perhaps one reason for the feeling of being overwhelmed.

What we need to demand of students is a grasp of concepts and mathematical thinking, the ability to perform calculations and apply them, rather than forcing them to solve difficult problems that are only meant for gifted students.

Furthermore, and perhaps more importantly, we need to rethink how we teach and assess mathematics. What we should demand of students is a grasp of concepts and mathematical thinking, the ability to perform calculations and apply them, rather than forcing them to tackle difficult problems typically reserved for gifted students. This requirement must first be reflected in our assessment methods, and then will spread throughout the teaching and learning process.

Simplifying the curriculum will lead to future manpower shortages.

According to the professor, what suggestions or proposals does he have to improve the quality of mathematics teaching and create interest, enthusiasm, and enjoyment in learning for students, rather than forcing them to study?

In some technologically advanced countries like Israel, high school students study mathematics extensively and in depth, not only out of passion but also because it's seen as the surest path to entering the technology sector and achieving economic independence. The healthy trend I hope for in the future is that while a small group of students will still study mathematics out of passion, the vast majority will do so for their livelihood. The teaching and learning of mathematics in high schools also needs to evolve to align with this trend.

Professor, how would you compare how students learn mathematics in the US and in Vietnam?

Public education in the US is highly differentiated. Children in poorer neighborhoods receive very little math instruction, while children in wealthier neighborhoods receive a lot more math instruction than in Vietnam.

Recently, the Ministry of Education and Training issued Circular 29 to strengthen the management of extracurricular tutoring. In the long term, many believe that it will be difficult to manage this activity because supply inevitably creates demand. In your opinion, what are the root causes of the extracurricular tutoring problem, and what are the solutions to minimize it and move towards schools that do not offer extracurricular tutoring, as envisioned by the Ministry of Education and Training in this circular?

Basically, there's nothing wrong with tutoring if it's voluntary. However, if students are forced to attend tutoring for any reason, then it's wrong.

In reality, some teachers, instead of ensuring that the entire general education curriculum is taught in regular classes, require students to attend extra classes to complete the remaining material. This is wrong.

"It is necessary to ensure the basic right of students to not need extra tutoring; simply studying diligently in class is sufficient to complete the general education program," said Professor Ngo Bao Chau.

Furthermore, many people have complained that they cannot pass the exams without attending extra classes. If this is true, then the methods of testing, evaluation, and teaching need to be reconsidered. It is essential to ensure students' basic right to not need extra classes; diligent study in class is sufficient to complete the general education curriculum.

" Some argue that the current high school mathematics curriculum is too demanding, and that it cannot be fully taught without additional tutoring. My initial assessment is that the current curriculum is no more demanding than past curricula, nor is it more demanding than those in other countries," said Professor Ngo Bao Chau.

A legal framework for tutoring is necessary to avoid violating the legitimate rights of students, including the right not to attend tutoring.

I believe that paid tutoring should be registered as a specific type of service business and must comply with certain regulations to ensure the rights of all parties involved are protected.

A specific legal framework for tutoring and supplementary education is necessary, but it should be kept simple so that teachers, if they wish, can register themselves without needing costly legal assistance.

Some argue that the current high school mathematics curriculum is too demanding, and that it cannot be fully covered without additional tutoring. My initial assessment suggests the current curriculum is no heavier than past curricula or those of other countries. However, in the short term, we need to reconsider assessment methods and teaching approaches, absolutely eliminating the use of tricky and misleading problems. In the long term, we need to reconsider the application of the concentric spiral model and focus more on ensuring the continuity of knowledge.

If the mathematics curriculum in high school is made even less demanding, Vietnam will certainly face difficulties in the future in terms of human resources to compete in the technology sector.

Traditional tutoring classes are no different from regular school lessons.

Currently, Vietnamese parents are quite confused and worried that their children will perform poorly and be at a disadvantage when extra classes and tutoring stop operating. Do you have any advice for parents regarding their children's math studies in particular, and self-study methods in general?

I don't think tutoring classes will stop operating. At most, informal tutoring classes will have to register as businesses and comply with some new regulations for tutoring.

In addition, parents and students have more options in the form of online support programs, which I believe will continue to improve in quality.

Traditional tutoring classes aren't actually that different from regular school lessons. In the future, students may find supplementary lectures on online learning programs as well as exercise systems for self-practice. In future tutoring classes, instead of the teacher asking questions and the students answering, it's better for the students to ask the teacher. This is the tutoring or office hours model in British and American schools that I find very effective (but expensive).

If the mathematics curriculum in high school is made even less demanding, Vietnam will certainly face difficulties in the future in terms of human resources to compete in the technology sector - Professor Ngo Bao Chau.

Ha Linh

Source: https://tienphong.vn/gs-ngo-bao-chau-xem-lai-cach-day-kiem-tra-mon-toan-dung-meo-muc-danh-do-nua-post1718647.tpo