Nguyen Chi Thanh

CICE Visiting Professor
Associate Professor at Vietnam NationalUniversity, Hanoi

156th CICE Open Seminar1 Brief introduction about Vietnam
 Some features of educational system andteacher traning in Vietnam
 Curriculum content at high school in Vietnam
 Curriculum content in High School Teacher(HST) Training Institution in Vietnam
 Current use of ICT in secondary education
 Some didactical concepts
 Conclusions and Discussion

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The Halong Bayat Quang Ninh province
The Hanoicity opera

The156thfirst
university of Vietnam (founded at 12th century)
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156th CICE Open Seminar5 Vietnam: the Socialist Republic of Vietnam,
 The easternmost country on the Indochine

Peninsula in Southeast Asie
 Total area of 331 114 km2; a coastal line ofapproximately 3,200 km
 Population 90.3 million in 2012, ranked the13th most populous country in the world andthe 8th in Asia GDB (nominal) in 2012: $137.681 billion; percapital: $1,523
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Source: Vietnam‘s Ministry of Planning and Investment (2006)
156th CICE Open Seminar7 Brief introduction about Vietnam
 Some features of educational system andteacher traning in Vietnam
 Curriculum content at high school in Vietnam
 Curriculum content in High School Teacher(HST) Training Institution in Vietnam
 Current use of ICT in secondary education
 Some didactical concepts
 Conclusions and Discussion

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156th CICE Open Seminar9 In the 2011-2012 academic year:
Level

PublicInstitution

PrivateInstitution

Teaching
staff

Number ofStudents

Colleges

187

28

24 437756 292

Universities 1505459 672

1 448 021

Total7284 109

2 204 313

337

Source: Vietnam‘s Ministry of Education andTraining (2012)

156th CICE Open Seminar10 In the academic year 2010-2011:

133 teacher training institutions including- 14 universities of education- 49 universities comprising faculty of education- 39 colleges of education- 24 colleges comprising faculty of education- 3 professional school of education- 4 institution of educational management andleadership training
Source: Vietnam‘s Ministry of Education and Training (2011)
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Popular model: University of Education (4 yearsfor general and pedagogic contents) withbachelor dgree in education

New model: University of Education, VNU (3years for subject contents + 1 year forpedagogic contents) with bachelor dgree ineducation

Sort training: Bachelor degree in science + 6-12
months training in pedagogy content:
certificate in education

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ItemSchools

PupilsTeacherPrimaryLevel

15 337

7 100 950

366 045

Lower Secondary 10 797
Level
Pupils

4 926 401

311 970

Upper Secondary 2 669
Level

2 755 210

150 133

Total

14 782 561

828 148

28 803

Source: Vietnam‘s Ministry of Education and Training (2012)

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13A school inurban area
Classroom
insideAclassroom
in ruralarea

156th CICE Open Seminar14 Brief introduction about Vietnam
 Some features of educational system andteacher traning in Vietnam
 Curriculum content at high school in Vietnam
 Curriculum content in High School Teacher(HST) Training Institution in Vietnam
 Current use of ICT in secondary education
 Some didactical concepts
 Conclusions and Discussion

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Feudal era At the XIth century, the Ly dynasty set up a firstmandarin competitive examination (for everyone except actors and women !) in 1075
 Principle of school organisation : one school/one
master, paid-off by families and left to private
initiative Classes contents : devoted to reading, writing,reciting classical texts by heart There was neither teaching nor training ofmathematics at school
156th CICE Open Seminar16 Teacher and school in the ancient time

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Colonial era From the second half of the 19th century: Frenchcolonial aggression (from 1858)
 New generations of students moulded in the Frenchschools learning Physics, Algebre, Biology, Geography,
and…Republican constitution, Electoral law etc.
 Higher education was only opened in 1940 (wartime) Only 10 Vietnamese students graduated in Maths, 2obtained a Master (in 1940)
 1942: first glossary of Sciences in Vietnamese by
Hoang Xuan Han wich allows textbooks in sciences at
all levels to be written in Vietnamese
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Time of independence (after 1945)
 The French influence of the evolution ofVietnamse education in high school
 In 1945: two sections A (Classical literature) andB (Modern literature) In 1950 (wartime) : school attendance war
reduced from 10 to 9 years (suppression ofseveral subjects of the French syllabus:
Probabilities, Analytic Geometry, Analysis,
Arithmetic
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Time of independence (1945-1975)

In the North of Vietnam
 The influence of the Soviet Union (SU) system on
Vietnamese education
 The SU and the communist countries supported forhigher education (BAs, Masters, PhDs)
 In 1956: 2nd educational reform to the SU curricula
 The 10-year curricula closed to the SU one
remained unchanged from 1956 to 1980
In the South of Vietnam
 Curricula influenced by the USA curricula
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Time of independence (after 1975) 1975-1990 : curricula inspired by different countries
 Three reforms+ in 1990, 3 sections : scientific, techno-scientific,
literary sections at the begining of high school,
introduction of vectorial method in geometry, of ofintegral caculus, mathematical statistics andprobability, and of computational science+ in 1998: return to the unique section before
University; entrance examination of 4 streams A, B,C, D+ in 2005: new division into two sections : naturaland social science
156th CICE Open Seminar21 The goal of the last syllabus of mathematic

contents :+ to lighten theorical input by romoving
contents and techniques too complex+ to add activities and problem solving
 This reform seems to focus more on teachingcontent and organisation than on thetransformation of teaching pratices
 Outlines of the last syllabus

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Mains characteristics
 Pay attention to logical thinking, proof
 Introduction of some « real life problems » Curricula are very much academically andclassically biased
 Focus too much on backward examinationsystems
 Do not pay attention to creativity, practicality
and career orientation;

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156th CICE Open Seminar24 Brief introduction about Vietnam
 Some features of educational system andteacher traning in Vietnam
 Curriculum content at high school in Vietnam
 Curriculum content in High School Teacher(HST) Training Institution in Vietnam
 Current use of ICT in secondary education
 Some didactical concepts
 Conclusions and Discussion

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 Exemple 1
 Exemple 2
 Exemple 3Remarks- No specifics content in ICT use in Education- No specifics (or very little) in computer
softweres in teaching and learning
Pre-in service teacher are mostly weak inpresentation skill, ICT use skill, repport
elaboration skill and real life problem solving
skill. (Dinh Quang Bao, 2011)
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 Similaire contents on « Methodology ofteaching and learning mathematics » :- Generalities- Typical situations on teaching and learning
mathematics- How to teach some specific contents:
number systems, equation and inequation,functions, derivative and integral, geometry
on space, vector and coordinate, mathematic
applications; set and logic
 How to use of ICT in math education (verybrief)
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 Brief introduction about Vietnam
 Some features of educational system andteacher traning in Vietnam
 Curriculum content at high school in Vietnam
 Curriculum content in High School Teacher(HST) Training Institution in Vietnam
 Current use of ICT in secondary education
 Some didactical concepts
 Conclusions and Discussion

156th CICE Open Seminar28 The Ministry of Education and Training ofVietnam pays a lot of attention on using
ICT in Education- At the end of the year 2003, there is about 96% ofhigh schools in Vietnam which are connected toInternet- Big budget for equipments-National conferences about ICT on education forevery year…and many other activities

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 In Bentre Province (in the South)- In 2008, the Bentre DOET have signed anaggrement with Viettel Bentre in order toconnect 100% high schools, 91,24% Lower
secondary schools, 80% primary schools toInternet (free connection). In 2009, 100%schools have Internet connection ADSL.
- 100 staff of Bentre DOET have email address- Administrative instruction from Bentre DOET
to each school through Internet system
156th CICE Open Seminar30 In Bentre Province (in the South)-In 2009-2010: 100% high schools have at least 2 computer labs (25computors in each lab); 86,7% lower secondary schools have atleast 1 computer labm; 18% primary schools have 1 computer lab;
100% have coputers for administrative works and video projector(at least one).

- Teaching straff using email: 40,26%- Teaching staff searching information in Internet: 66%- Teaching staff using computer to elaborate lessons: 53,27%- Teaching staff using computer softwares in teaching: 30,8%.
- Computer software widly in use: Word, Excel, PowerPoint, Flash,Violet; more specifics: Sketchpad, Cabri 3D, Mathtype (Maths),Chemdraw, Crocodile, Chemistry, MC-Mix (Sciences), English study,
CD-R Dictionary (English), Encarta (Social Sciences)...
156th CICE Open Seminar31 How ? What’s happens ?

 Regular caculators and geometricsoftwares

156th CICE Open Seminar32 Before 2005: 3 sessions of 45 minutes per year

only on curriculum (and this at the end of year)
about using calculators. No activites forgeometric software Now : some activites about using calculator
have been introduced in new curriculum (from2005-2006) but not yet about using geometricsoftware National competition of using Casio Caculatorfor « talented » students

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2001

2004
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 Most used Casio FX 570 MS and Casio FX 570
ES (from 2006)
 Casio FX 95, FX 220, FX 500A, FX 500 MS, FX
570MS, FX 570 ES; Sharp EL 124 A, EL 250S, EL
506 W, EL 509 WM; Canon FC 45S, LS153 TS, F710, F 720.

156th CICE Open Seminar35 The aims of using calculator:

To verify results- To aid calculations(Nguyen N.H, 2006)-156th CICE Open Seminar36

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Dynamic geometric software have been introduced in classrooms (in some regions of Vietnam) from around 2000.
In 2005, a mathematic teacher has been awared a national
prize as knight in technology of information andcommunication for using Cabri in his teaching

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 Most used geometrical software: Cabri 2D, 3Dand GSP
 Main use : to show figures, to illustrate« things » (Nguyen C.T., 2009)

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 Exemple 1
 Exemple 2156th CICE Open Seminar40

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Source: Data extracted from the International Telecommunication
Union (ITU), cited in Measuring the Information Society (ITU, 2010).
156th CICE Open Seminar42 Brief introduction about Vietnam
 Some features of educational system andteacher traning in Vietnam
 Curriculum content at high school in Vietnam
 Curriculum content in High School Teacher(HST) Training Institution in Vietnam
 Current use of ICT in secondary education
 Some didactical concepts
 Conclusions and Discussion

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Constructivism as learning theory arises from theneed to account for, in a more rational way, howhuman beings learn. It is based on the thesis thatknowledge is not transferred from one person toanother, but the individual who learns constructs
its own knowledge. About the act of thought,
Dewey highlights five steps: a) perception of adifficulty; b) determination and definition of thatdifficulty; c) proposal of a possible solution; d)development of the consequences of the proposal;and e) later observations and research that lead tothe acceptance o rejection of the proposal

156th CICE Open Seminar44 According to Brousseau (1997) «In moderndidactique, teaching is the devolution to thestudent of an adidactical, appropriate
situation; learning is the student’s
adaptation to this situation».

The basic didactical triangle
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The modern conception of teaching therefore requires theteacher to provoke the expected adaptation in his/her
students by a judicious choice of “problems” that he/sheputs before them. These problems ... must make thestudents act, speak think and evolve by their own
motivation... The student knows very well that the problem
was chosen to help her to acquire a new piece of knowledge,
but he/she must also know that this knowledge is entirely
justified by the internal logic of the situation and he/she
can construct it without appealing to didactical reasoning.
Not only can she do it, but he/she must do it because shewill have truly acquire this knowledge only when being able
to put it to use by himself/herself in situations which she
will come across outside any teaching context and in theabsence of any intentional direction. Such a situation iscalled an adidactical situation.
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Adidactical situation

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The situation or problem chosen by the teacher is anessential part of the broader situation in which the teacher
seeks to devolve to the student an adidactical situation
which provides him/her with the most independent and mostfruitful interaction possible... He/She is thus involved in agame with the system of interaction of the student with theproblems she gives her. This game, or broader situation, isthe didactical situation.

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Nguyen C.T. (2006), Truc L. (2003)
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156th CICE Open Seminar50 Further theorical frame work in teaching’s trainingat Education universities
 Changes teachers training and practices
 Changes of the curricula of mathematics contents
at high schools
 Changes of the way of pupils evaluations
 To sensitize the decision makers on education
 To decrease the prices of materials: softwares,calculators etc.
 Further connections with research activities in theworld
Thank you for your attention !

156th CICE Open Seminar51 BESSOT A., COMITI C. (2006), “Some comparative studies

between France and Vietnam Curriculums” in Mathematics
Education in different traditions: A comparative study ofEast Asia and the West, Edition Springer
 BROUSSEAU B. (1997), Theory of didactical situations inmathematics, Kluwer Academic Publisher, 1997.
 DINH Q.B (2011), A survey on the pre-in service teacher
competencies, Hanoi University of Education
 NGUYEN C.T. (2006), « Integrate the dynamic geometry
software Cabri in to the pratices of Teachers: a didacticalperspective », Workshop at the 17th ICMI Study Digitaltechnologies and mathematics teaching and learning:
Rethinking the terrain, Vietnam
 UNESCO (2010), ICT transforming Education, A regionalguide

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