Vietnam Journal of Education

Teaching Advanced Mathematics for Economics Students in Alignment with Programme Learning Outcomes under the AUN-QA Framework: A Case Study at Lac Hong University, Vietnam

Hoan Van Tran — Wed, 24 Jun 2026 00:00:00 +0700

The AUN-QA framework requires programs to demonstrate coherence among expected learning outcomes, curriculum design, teaching and learning strategies, assessment, and evidence-based continuous improvement. In economics-related programs, Advanced Mathematics is not merely a foundational quantitative course; it is also a learning environment for developing modeling, problem-solving, collaboration, and decision-making competencies. Drawing on a theoretical review and a reflective synthesis of teaching practices at Lac Hong University, Vietnam, this paper proposes a course-level design for teaching Advanced Mathematics that aligns with program learning outcomes under AUN-QA. The design consists of three mutually reinforcing instructional measures: using Kolb’s experiential learning model to introduce mathematical knowledge through economic scenarios, guiding students through an explicit real-world problem-solving procedure, and strengthening project-based tasks connected to practical economic problems. The paper contributes an alignment matrix linking course learning outcomes, learning activities, and assessment evidence, and offers implementation recommendations for instructors and program managers. The findings support evidence-based course governance, authentic assessment, and semester-by-semester improvement in the attainment of outcomes in economics education. As a design-oriented study, the paper does not aim to test causal effects on student achievement; rather, it develops an instructional framework and assessment evidence system that can be used for future empirical evaluation of CLO attainment.

See It as on Mathematical Thinking with Mathematical Representation: Mathematization in Mathematics Education for Human Character Formation

Masami Isoda — Thu, 18 Jun 2026 00:00:00 +0700

How can we configure the school mathematics curriculum to develop mathematical thinking? Theories in mathematics education explain it using different terminologies. Firstly, this article reviews theories and nature of curriculum for overcoming contradiction, secondly focuses on developing mathematical thinking in Southeast Asia Region for overcoming and focused on mathematical ways to see it as a part of human character formation, thirdly a theory of mathematical representations (Isoda, 1989 & 2015) is defined based on the ways to see it as, and fourthly mathematization process are explained by the representation theory for explaining how changes the way to see it as. These are illustrated by the cases of operational diagrams in figural representations, including Hanoi’s Tower.

Teaching and Learning Mathematics in a Period of Changes: What Remains Unchanged

Wee Tiong Seah — Mon, 15 Jun 2026 00:00:00 +0700

Without a doubt, the next quarters of the 21st Century will be characterized by accelerated change across all aspects of human life, thanks mainly to breakthroughs in digital technologies. The teaching and learning of mathematics in schools are accordingly affected, for better or worse. Both teachers and students need to be able to navigate these changes - and the uncertainties that accompany them - in ways that optimize the teaching and learning of the discipline, respectively, while maintaining the well-being of mathematics education for all involved. An argument will be made in this paper that what is needed more than ever to facilitate this navigation is something which remains unchanged in a context of continual change, that is, the culturally based values related to mathematics and to its pedagogy. Examples of these include rationalism, fluency, and practice. How values underlie aspects of mathematics education that have become significant in recent years, namely, values alignment, mathematical wellbeing, and mathematics competencies, will be discussed. Understanding the central roles of values in these and other aspects of mathematics education in the 21st Century would thus empower teachers to better interact with students, foster and maintain their mathematical wellbeing, and develop in them relevant mathematics competencies for empowered living in the period of change.

Fostering Mathematics Teaching Competence Through STEM-Oriented Education for General School Teachers in The Era of Digital Transformation: Theoretical Foundations and Framework Proposal

Tuan Tan Huynh — Wed, 24 Jun 2026 00:00:00 +0700

STEM-oriented instruction has become a core mandate for school teachers, especially mathematics teachers, whose subject plays a foundational role in developing students’ logical reasoning and problem-solving capacity. This paper examines the theoretical foundations of STEM-based mathematics teaching competence among school teachers in the digital era and proposes a conceptual framework for mathematics teacher professional development aligned with current educational reform trends. By synthesizing and analyzing contemporary theoretical approaches such as the Technological Pedagogical and Content Knowledge (TPACK) framework, Professional Learning Communities (PLC), and the Digital Competence Framework for Educators (DigCompEdu) proposed by Redecker (2017) this study develops a professional development model for mathematics teachers comprising: (1) core competencies integrating disciplinary knowledge, pedagogy, and technology; (2) experiential, collaborative, and practice-oriented learning processes; and (3) supportive conditions shaped by digital transformation and school learning cultures. In the proposed framework, TPACK is used to describe the knowledge base that mathematics teachers need for STEM-oriented teaching. DigCompEdu further clarifies how digital competence is involved in designing, organizing, and assessing learning activities. PLC provides the professional setting in which teachers collaboratively plan lessons, examine classroom evidence, receive feedback, and adjust their teaching practices. The proposed framework clarifies the relationship between teachers’ STEM-teaching competence and their digital competence, while suggesting a development pathway that integrates pedagogical innovation grounded in STEM, TPACK, and PLC approaches with digitally enhanced instructional practices. The findings offer both theoretical and practical implications for improving professional development, strengthening mathematics teachers’ competencies, and fostering a digitally responsive STEM education ecosystem.

Developing Learners’ Mathematical Problem-Solving Competence in Teaching Visual Geometry to Grade 7 Students Using the Dynamic Geometry Software GeoGebra

Tuong Anh Hoa, Toi Minh Duong — Wed, 24 Jun 2026 00:00:00 +0700

In the 2018 Mathematics General Education Curriculum, Visual Geometry is expected to help lower secondary students develop spatial reasoning, mathematical representation, and problem-solving competence. However, the teaching of three-dimensional geometry often relies on static illustrations, which may limit students’ opportunities to manipulate, explore, and verify geometric relationships. This article examines the pedagogical potential of GeoGebra 3D in supporting Grade 7 students’ mathematical problem-solving competence in learning the topic of rectangular prisms and cubes. Using a pedagogical design-oriented analysis, the study proposes and analyzes a teaching procedure in which students observe dynamic 3D models, unfold rectangular prisms to construct the lateral surface area formula, and use unit cubes to conceptualize volume. The analysis is grounded in the 2018 Mathematics General Education Curriculum, theories of mathematical problem solving, scholarship on visual geometry and dynamic geometry environments. The proposed activities illustrate how GeoGebra 3D can support students in identifying problems, formulating conjectures, testing relationships, generalizing formulas, and applying knowledge to geometric situations. The article contributes a theoretically grounded instructional illustration for teaching Visual Geometry with digital tools, while highlighting the need for further empirical research to examine its effectiveness in classroom contexts.

Internationalised Master’s Education for Sustainable Development: Aspirations and Access Barriers among Youth Climate Actors in Vietnam

Hai Linh Nguyen, Minh Phuong Luong, Atsushi Kato — Sat, 30 May 2026 00:00:00 +0700

Internationalisation-at-Home has become an important development strategy for Vietnamese higher education sector. In this effort, internationalised Master’s education expands access to global and interdisciplinary knowledge while enhancing professional competence locally without requiring overseas mobility. In practice, access to these educational programs remains challenging due to high costs, English-medium instruction requirements, urban concentration and information barriers. This study examines youth climate actors’ aspirations and their perceived barriers to accessing internationalised Master’s education related to sustainable development. Using a multiphase mixed-methods design, the study analyses collected data from 117 valid questionnaires, six in-depth interviews, and one focused group discussion. Findings show that participants seek globally informed, locally applicable knowledge, interdisciplinary capacity, professional legitimacy, and collective action networks for sustained climate work and policy engagement. Meanwhile, perceived barriers include limited access to program information, inflexible formats, the limited affordability of tuition fees, scholarship uncertainty, high language requirements, and limited recognition of climate-related experience in admissions. The article argues that internationalised Master’s education should be evaluated not solely in terms of its scale of expansion, but also in terms of the extent to which intended learners can identify, access, and apply what they have learned meaningfullyto sustainable development practice.