Scocial Sciences and Humanities Issue

TEACHING MATHEMATICS IN ENGLISH:

APPLYING CRUCIAL FUNDAMENTAL TOOLS TO SUPPORT
PRE-SERVICE PRIMARY TEACHERS
Ha Thai Thuy Lam1*, Vo Tan Duyen2, and Nguyen Thi Kieu1
1
Faculty of Primary and Pre-school Education, Dong Thap University
2
To Ong Vang Language Center, Dong Thap Province
*
Corresponding author: [email protected]
Article history
Received: 06/10/2022; Received in revised: 23/12/2022; Accepted: 16/01/2023

Abstract
In the current digital era, many international primary schools and also national primary schools have
offered bilinguals subjects in students’ studies, especially Maths and Science, so that pre-school teachers
should be capable of teaching Maths in English. This article examines the way to use several basic tools in
order to increase motivation for Pre-service Primary Teachers who have been equipped academic knowledge
fully, can speak English relatively well, and are confident in self practicing and promoting vocabulary.
Keywords: Primary curriculum, teaching aids, teaching Maths in English.

DOI: https://doi.org/10.52714/dthu.12.3.2023.1045
Cite: Ha Thai Thuy Lam, Vo Tan Duyen, and Nguyen Thi Kieu. (2023). Teaching Mathematics in English: Applying crucial
fundamental tools to support Pre-service Primary Teachers. Dong Thap University Journal of Science, 12(3), 46-55.

46
 Dong Thap University Journal of Science, Vol. 12, No. 3, 2023, 46-55

DẠY TOÁN BẰNG TIẾNG ANH: VẬN DỤNG CÁC CÔNG CỤ CƠ BẢN
ĐỂ HỖ TRỢ SINH VIÊN NGÀNH GIÁO DỤC TIỂU HỌC
Hà Thái Thủy Lam1*, Võ Tân Duyên2 và Nguyễn Thị Kiều1
1
Khoa Giáo dục Tiểu học - Mầm non, Trường Đại học Đồng Tháp
2
Trung tâm Ngoại ngữ Tổ Ong Vàng, tỉnh Đồng Tháp
*
Tác giả liên hệ: [email protected]
Article history
Ngày nhận: 06/10/2022; Ngày nhận chỉnh sửa: 23/12/2022; Ngày duyệt đăng: 16/01/2023

Tóm tắt
Ngày nay, trong kỷ nguyên công nghệ số, nhiều trường tiểu học quốc tế và trường tiểu học công lập đã
đưa các môn học song ngữ vào chương trình học, đặc biệt là Toán và Khoa học, do đó giáo viên tiểu học
cũng nên có năng lực giảng dạy toán bằng tiếng Anh. Bài viết này đề xuất cách sử dụng một số công cụ cơ
bản để nâng cao năng lực giảng dạy bằng tiếng Anh cho sinh viên ngành Giáo dục Tiểu học - những người
được trang bị đầy đủ về kiến thức chuyên môn và khả năng tiếng Anh từ khá trở lên - trở nên tự tin hơn trong
việc tự rèn luyện và nâng cao vốn từ vựng.
Từ khóa: Chương trình Tiểu học, công cụ giảng dạy, dạy Toán bằng Tiếng Anh.

47
Scocial Sciences and Humanities Issue

1. Introduction and research history languages has been conducted since the 70s through
1.1. Introduction bilingual classes with modern methods such as
CBLT content-based language teaching, EMI
Teaching Mathematics in English is not a new
English. As a medium of instruction, FLIP Foreign
issue in the education industry; implementation of
language immersion program, etc. By the 1990s, the
teaching Mathematics in English has been carried out
CLIL Content and Language Integrated Learning
in many countries since the 1990s, and in Vietnam
approach was widely applied in Europe. Asian
since the early 2000s (Chu Thu Hoan, 2014; Chu Thu
countries are also beginning to realize the benefits
Hoan, 2015). With the proliferation and penetration
of teaching certain subjects in English to improve
of international schools, advanced learning programs
competitiveness and attract investment.
are being implemented in bilingual and specialized
schools. Math teachers in English will be taught by The practice of teaching mathematics and a few
qualified Vietnamese teachers in addition to high other topics in English in Vietnam dates back to the
schools with rich and experienced teachers who 20th century, but it is primarily practiced in schools
are able to apply English well in teaching. Foreign that incorporate foreign cultures through bilingualism.
teachers almost entirely teach math and science High schools now focus specifically on teaching math
in English in primary schools. Discovering how in English as of the 2010-2011 academic year (Chu
Thu Hoan, 2014; Chu Thu Hoan, 2015). More than
elementary school students can develop and practice
20 schools have adopted the 2020 foreign language
their ability to use English in math content will serve
project, which focuses on teaching mathematics in
as the foundation for developing more appropriate
English, but the Ministry of Education and Training
development strategies for students. This is also
(Bộ Giáo dục và Đào tạo, 2018; Bộ Giáo dục và
an opportunity for teachers to work with gifted and
Đào tạo, 2020) also notes that there are still a lot of
talented students to improve their critical thinking
issues, such as a lack of clear solutions and a shortage
skills (T. Kettler, 2015).
of teachers standards, teachers lack the confidence
1.2. Research history and development necessary to instruct in English. Some teacher training
1.2.1. Teaching Subjects in English Issues schools have introduced the training of teachers who
Chu Thu Hoan (2018) denoted that teaching can teach math and science in English, although the
specialized foreign languages, teaching bilingualism outcomes cannot be validated.
or teaching science subjects in foreign languages 1.2.2. Several methods for teaching Mathematics
has existed for a long time in other countries and in English
even in Vietnam when there was the penetration of According to Chu Thu Hoan (2018, pp. 18-
foreigners. In addition, the international program 22), there are numerous ways to teach arithmetic in
into the school, teaching and learning some science English. The following data are based on a few of
subjects (especially Math and science) in foreign these methods.
Table 1. Ways to teach arithmetic
Methods Time Remark
The European Commission's Lingua program was launched in 1990, giving
undergraduate mathematics majors more options for adding a foreign language
to their course requirements
The European Council for Cultural Cooperation suggested a program in 1993 to
Teaching a foreign use workshops to educate citizens new languages
language majoring Finland established a connection between learning math in English and a particular
in Mathematics subject in 1994 with the dual objectives of learning the subject's substance and
the foreign language
Between 2000 and 2006, a European support program called Comenius, Erasmus,
and Socrates implemented programs to finance the instruction of foreign languages
in schools

48
 Dong Thap University Journal of Science, Vol. 12, No. 3, 2023, 46-55

Methods Time Remark

The Netherlands has developed a bilingual and multilingual educational system
since 1992. The Netherlands had 300 bilingual schools by 2007
Hungary has mandated that CLIL schools teach at least three subjects in English
Bilingual teaching since 1987
Poland and several other nations have mastered the art of teaching science courses
in other languages since 1970. The program was included in the lower secondary
school levels by 1999
The two nations with the highest rates of primary and secondary school CLIL
completion are Finland and the Netherlands. Spain is a pioneer in CLIL research
and effective CLIL implementation in Europe
Teaching that Since 2009, the focus of education in the Czech Republic has shifted to many
integrates content CLIL programs
and language 1996 saw the completion of the Euro CLIL UniCOM-Finnish University of
Jyväskylä Network
Since 1994, the term "CLIL" has been used to describe subjects taught to pupils
in a foreign language in Finland
1.2.3. English-language math teaching which requires more than just professional expertise
competence in teaching arithmetic.
The Vietnamese Ministry of Education and Chu Thu Hoan (2018, p. 25) also listed five
Training's standard criteria for evaluating teacher kinds of English-language qualifications for math
competence (Nguyễn Văn Cường, 2006), teaching teachers. But these are skills of being able to impart
strategies that integrate content and language, and math and English at the corresponding level B1.
teachers' proficiency in teaching mathematics are What can students do to be well-equipped with
all taken into account when determining a teacher's professional information, study English, and put this
ability to teach math in English. knowledge together while undergoing education at
Among the aforementioned elements, it can the University? to best prepare themselves so they
be said that the training program for preschool may practice giving lectures, planning lessons, and
teachers satisfies the requirements and standards of teaching math in English.
the teacher competency evaluation conducted by 2. Research methods and results
the Vietnamese Ministry of Education and Training
2.1. Research methods
and the preschool teacher's ability to teach. Primary
teachers' mathematics instruction and integrated Based on survey data on the current situation of
teaching strategies. The integration of content and using English of primary students in teaching maths in
languages, however, is the major issue (English). English (Chu Thu Hoan, 2015); Franke et al., 2009;
In order for students to learn math through English Philipp et al., 2002; T. Kettler, 2015). We gained
and learn English, there must be a seamless link and incredibly important information for the process of
coordination between the knowledge and skills of teaching mathematics in English by polling students
math and English while teaching mathematics in on their perceptions about the usage of English by
English (Bộ Giáo dục và Đào tạo, 2018; Nguyễn Bá elementary education pupils. Survey link: https://
Kim, 2011). English is used when learning arithmetic docs.google.com/forms/d/18mINq7GO7601MZLe
material. As a result, a teacher of math in English ENKtOohYqXxGS6HybYBNPMVjSvo/edit.
needs to be proficient in "Vietnamese, English, and - Respondents: Primary students at Dong Thap
Math Language.” University.
In the teaching process, teachers play a crucial - Survey content: In appendix.
role. Teachers who can teach math in English must be 125 students did the survey. Most of the survey
able to integrate math and English into their lessons, participants were aware of the English language

49
Scocial Sciences and Humanities Issue

requirements for their majors (B1 of Vietnam's 6-level According to the survey, the majority of students
Competency Framework) and were passionate about have never read math textbooks in English, and
obtaining their degrees so they could teach math in just a small percentage (15.2%) have read bilingual
English. However, when asked how to "plan to practice books and comprehend math textbooks in English.
English to teach elementary math in English," up to 116 is likewise very constrained, as depicted in Figure 3.
pupils had no idea where to begin or how to go about Analyze survey results:
it, as evidenced by the opinions shown in Figure 1.
- The authors discovered the following based on
the aforementioned survey results:
+ Students understand the value of math
instruction in English for their future jobs.
+ Students are motivated to practice and develop
their English language skills in order to teach and
study mathematics.
A lack of guidance on how to use the instruments
at hand to help the process of self-training and self-
Figure 1. Plans to practice English to teach study in a straightforward and efficient manner.
elementary Maths in English
Students who took part in the poll also disclosed
information regarding their proficiency in English.
In addition to your primary objective of graduating
(48.8%), they also have a secondary objective of
getting a better career when you graduate (50.4%).
Students acknowledged that English still had a lot of
shortcomings, as demonstrated in Figure 2.

Figure 3. Students’ comprehensive levels

when reading textbooks
2.2. Research results
We provide steps to help students utilize these
applications to develop their own material and create
practice math content by topic or content. This
is done in accordance with personal preferences
or orientation based on the analysis results after
Figure 2. Students’ limitations in English skills
investigating fundamental and simple applications
The students also discuss how to study alone and and polling students.
practice their English. Thus, even while more than
80% of students practice English independently, less 2.2.1. Steps are used to instruct students on how
than 90% do so for longer than 30 minutes a day using to use fundamental tools
a variety of self-study methods like reading, listening There are numerous tools and pieces of software
to music, watching movies online for free, or using available today to facilitate learning English, bilingual
software that teaches English. Student participation math books, etc., but the author of the book writes
in English-speaking activities outside of school is, the material, so it will not be subjective to the editor.
however, extremely low (89.6% of students report In addition, there is an abundance of software and
not taking part in any activities). As a result, just 14% publications, which encourages newbies to educate
of students in pedagogical schools really use English themselves and create their own learning methods.
during arithmetic instruction. This makes it simple for them to become confused

50
 Dong Thap University Journal of Science, Vol. 12, No. 3, 2023, 46-55

and sad. In order for students to practice and enhance + Probability and statistics.
their ability to use English properly when teaching Each main circuit can be broken down into
themselves mathematics, the writers fully explain smaller topics. For instance, the division in geometry
each usage and offer very basic and simple steps. is as follows:
Below are steps to appy tools and utilizing each steps.
+ Lines: straight line, segment, ray, line, parallel
• Steps to apply in Table 2. lines, curved lines, intersecting lines, perpendicular
Utilizing each step lines, arc, etc,...
Step 1: Prepare for the main topic vocabulary, + Shapes:
pictures,... and put them on relationship together. * Triangle: Description (part of a triangle),
Depending on the issue, clarify vocabulary. classification (how many kinds of triangle) and
Students can follow these three major mathematical formulas (perimeter, area, etc,...).
knowledge circuits (General Programs). * Circle: The same term.
+ General vocabulary. This is the most crucial step because users divide
+ Arithmetic. themes and choose information to develop according
+ Geometry and measurement. to their own conceptions, interests, and abilities.
Table 2. Steps to appy tool
No STEPS
1 Prepare the main topic vocabulary, pictures,..., put them on relationship together (if have)
2 Choose suitable template on canva and design them. Word - example - Phrase/ sentences - Practise by
multiple choice/exercises/self-made questions
3 Create questions by Quizizz to practice by couple, group or by own Multiple choice - Filling in the blank -
Open end - Draw - Poll
4 Use - edit - improve
Step 2: Choose the suitable canva templates. Step 3: Create questions by Quizizz.
Canva provides free templates for user. With Students can sign up and utilize Quizizz
each content, the user should select the best one very easily using their university-provided email
to support their designation. For example: video, addresses. Quizizz is the greatest option if the Canva
infographic, brainstorms, graphs, presentations, design isn't eye-catching enough because students
documents, logo or poster... frequently merely observe and practice alone. The
Just insert the content after selecting the questions on Quizizz are quite varied: you may
necessary template. Users are made to feel engaging, add graphics, sounds, and even videos to explain
understandable, and easy to recall by this design. A questions chosen for a specific period of time before
pdf or png file is simple to download, and students being answered. For each topic, users can practice
can use their smartphones or printed paper to review by themselves, in couples, or in big groups while
the material. playing a timed online game. They can also play as
many times as they like, wherever they are, using
a smartphone.
The Canva-designed material should be
developed in conjunction with each set of questions,
encouraging each set of 10 questions to increase the
efficacy of practice.
The entire playing process is also logged
on Quizizz's system. In addition to the questions,
allowing users to compare, check, and view their own
Figure 4. Canvas display or the team's progress.

51
Scocial Sciences and Humanities Issue

Students can design these basic topic by

themselves. Try to put vocabulary in a group by
searching in the internet or in the textbooks. Read
aloud these word while look at the signal, for example
plus and +. Do not need to put them in a full paragraph
or a complex sentences first, just begin with a suitable
simple phrase in simple situations.
• Basic Maths vocabulary practice.
Figure 5. Basic display of Quizizz Practice them by yourselves, whenever you have
Step 4: Use - Edit - Improve time and a smartphone, seem playing games.
The designer can totally change the content, Here is the link for practice this content: https://
enhance the question, reset the response time, etc. quizizz.com/admin/quiz/6273a15d45de04001d45567f/
while the user is practicing on each topic and each basic-maths-vocabulary.
set of questions without losing the previously entered
content.
I am optimistic that students will be more
interested in the mathematical content after a period of
selection, practice, and expansion. This information
is approachable, simple to use, and you can safely
utilize it in practice.
• Several designation according to small topic
Phillipp et al. (2002, pp. 195-197) contend that
future elementary school teachers (PSTs) should
interact with students' mathematical thinking while
they are taking their first mathematics course since
doing so could improve the students' arithmetic
learning. That's why PSTs should start off with the
skills they need to fully realize their potential. Figure 6. Examples for basic vocabulary
This content design is based on the research
findings of Franke et al. (2009, pp. 383-385) on
the description of teachers' questioning practices,
teachers' questions and students' explanations, how
teachers' questions played out during teacher-student
interactions, and how to set up questions and use
mathematical language correctly and consistently in
Vincent Chong's books (2018a-f) for word problems
in math.
2.2.2. Examples of two fundamental mathematical
concepts Figure 7. Examples of Quizizz’s practice
The next two paragraphs serve as examples of 3. Conclusion
two fundamental mathematical concepts. The first Based on the results of a survey that asked
group consists of words that are frequently used students about their opinions and current situations
in mathematical contexts, such as mathematical with the teaching of math in English. Although there
directives, exercises, and solutions. Below are some are several books and other resources that students
examples. can use to enhance their instruction of mathematics in
• General vocabulary. English, they are unsure of how to link these resources

52
 Dong Thap University Journal of Science, Vol. 12, No. 3, 2023, 46-55

together. The authors suggest a number of crucial Nguyễn Bá Kim. (2011). Phương pháp dạy học môn
applications for user-friendly tools that students might Toán. NXB Đại học Sư phạm Hà Nội.
build, practice, and improve in order to use English
Nguyễn Văn Cường. (2006). Một số vấn đề chung về
to teach mathematics.
đổi mới phương pháp dạy học ở trường trung
Testing students directly is a limitation of the học phổ thông. Dự án phát triển giáo dục trung
current study. The study might be repeated with more học phổ thông: Đổi mới phương pháp dạy học
primary pupils and students in nursery education to theo hướng phát huy tích cực nhận thức của học
further validate the results. Additional research should sinh rung học phổ thông. Tài liệu sản phẩm dự
explore how to incorporate particular lesson plans and án của nhóm chuyên gia phương pháp dạy học.
conduct experiments with elementary kids at bilingual
or international schools. R. A. Philipp, E. Thanheiser and L. Clement. (2002).
The role of a children’s mathematical thinking
Acknowledgement: This article is supported
experience in the preparation of prospective
by science and technology project, Dong Thap
elementary school teachers. International
University. Code SPD2021.01.01.
Journal of Education Research, 37(2), 195-210.
References DOI: 10.1016/S0883-0355(02)00060-5.
Bộ Giáo dục và Đào tạo. (2018). Chương trình giáo T. Kettler. (2015). Critical thinking skills among
dục phổ thông tổng thể và chương trình giáo elementary school students: comparing
dục phổ thông mới. identified gifted and general education student
Bộ Giáo dục và Đào tạo. (2020). Triển khai thực hiện performance. Gifted Child Quarterly, 58(2),
giáo dục STEM trong giáo dục trung học. Số 127-136. DOI: 10.1177/0016986214522508.
3089/BGDĐT-DGTrH ngày 14/8/2020.
V. Chong. (2018a). Solving maths word problems,
Chu Thu Hoàn. (2014). Năm hoạt động dạy học workbook 1. Hà Nội: NXB Đại học Quốc gia
theo quan điểm CLIL khi dạy học môn Toán Hà Nội.
bằng tiếng Anh. Tạp chí Giáo dục, Số đặc biệt
7/2014, 171-174. V. Chong. (2018b). Solving maths word problems,
workbook 2. Hà Nội: NXB Đại học Quốc gia
Chu Thu Hoàn. (2015). Phát triển năng lực dạy toán
Hà Nội.
bằng tiếng Anh cho giáo viên thông qua kĩ
năng đặt câu hỏi. Tạp chí Khoa học Trường Đại V. Chong. (2018c). Solving maths word problems,
học Sư phạm Hà Nội, 60(8A), 129-136. DOI: workbook 3. Hà Nội: NXB Đại học Quốc gia
10.18173/2354-1075.2015-0173. Hà Nội.
Chu Thu Hoàn. (2018). Phát triển năng lực dạy học V. Chong. (2018d). Solving maths word problems,
môn toán bằng tiếng Anh cho giáo viên toán workbook 4. Hà Nội: NXB Đại học Quốc gia
trung học phổ thông. Trường Đại học Sư phạm Hà Nội.
Hà Nội, Mã số 9 14 01 11.
V. Chong. (2018e). Solving maths word problems,
M. L.Franke, N. M.Webb, A. G.Chan, M. Ing,
workbook 5. Hà Nội: NXB Đại học Quốc gia
D. Freund and D. Bettey. (2009). Teacher
Hà Nội.
questioning to Elicit students’ mathematical
thinking in Elementary School Classrooms. V. Chong. (2018f). Solving maths word problems,
Journal of Teacher Education, 60(4), 380-392. workbook 6. Hà Nội: NXB Đại học Quốc gia
DOI: 10.1177/0022487109339906. Hà Nội.

53
Scocial Sciences and Humanities Issue

Appendix
PHIẾU KHẢO SÁT THỰC TRẠNG SỬ DỤNG TIẾNG ANH CỦA SINH VIÊN NGÀNH
GIÁO DỤC TIỂU HỌC TRONG VIỆC RÈN LUYỆN DẠY HỌC TOÁN BẰNG TIẾNG ANH

I. Thông tin của bạn Câu hỏi 8: Bạn đã đạt được bằng cấp, chứng chỉ nào
Câu hỏi 1: Bạn đang là sinh viên năm mấy? sau đây? (có thể chọn nhiều phương án)
 Năm 1  Năm 2  Chưa đạt chứng chỉ nào
 Năm 3  Năm 4  A1  A2  B1  B2
Câu hỏi 2: Chuẩn đầu ra trình độ tiếng Anh đối với  IELTS < 5.0
ngành học của bạn là:  IELTS từ 5.0 trở lên
 A2 khung năng lực 6 bậc Việt Nam Khác:…
 B1 khung năng lực 6 bậc Việt Nam Câu hỏi 9: Bằng cấp, chứng chỉ tiếng Anh của bạn
được cấp bao lâu?
 B2 khung năng lực 6 bậc Việt Nam
 Chưa được cấp  Dưới 6 tháng
 C1 khung năng lực 6 bậc Việt Nam
 6 tháng  1 năm
Câu hỏi 3: Mức độ yêu thích giảng dạy môn Toán
cho học sinh tiểu học của bạn  Trên 1 năm  Khác: …
Câu hỏi 10: Những hạn chế của bạn về tiếng Anh là?
 Bình thường  Yêu thích
(có thể chọn nhiều mục)
 Rất thích  Đam mê
 Từ vựng  Nghe  Nói
 Khác:…
 Đọc  Viết  Phiên dịch
Câu hỏi 4: Bạn có mong muốn được giảng dạy ở các
 Khác:…
trường Tiểu học dạy toán song ngữ hoặc dạy Toán
bằng tiếng Anh sau khi tốt nghiệp không? Câu hỏi 11: Những ưu điểm của bạn về tiếng Anh là?
(có thể chọn nhiều mục)
 Có  Không
 Từ vựng  Nghe  Nói
Câu hỏi 5: Bạn có đặt mục tiêu giảng dạy được Toán
 Đọc  Viết  Phiên dịch
Tiểu học bằng tiếng Anh không?
 Khác:…
 Có  Không
Câu hỏi 12: Bạn có tự học tiếng Anh?
Câu hỏi 6: Bạn đã lên kế hoạch rèn luyện tiếng Anh
để giảng dạy Toán tiểu học bằng tiếng Anh chưa?  Đọc  Viết  Phiên dịch
 Khác:… Có  Không
 Chưa nghĩ đến kế hoạch
Câu hỏi 13: Thời gian tự học tiếng Anh mỗi ngày
 Nghĩ đến nhưng chưa biết làm gì
của bạn?
 Đã và đang lên kế hoạch
 15 phút  30 phút  60 phút
 Khác:…
 Trên 1 giờ  Khác: …
II. Tiếng Anh của bạn
Câu hỏi 14: Bạn đã từng học tiếng Anh qua những
Câu hỏi 7: Mục đích phải học tiếng Anh của bạn: kênh nào? (Có thể chọn nhiều mục)
 Đủ điều kiện tốt nghiệp ra trường  Đọc sách vở
 Vì yêu thích  Nghe nhạc
 Vì mong muốn có công việc tốt hơn khi tốt nghiệp  Trực tuyến với các trang miễn phí
 Để giảng dạy ở nước ngoài  Phần mềm chuyên dạy tiếng Anh
 Khác:…  Khác: …

54
 Dong Thap University Journal of Science, Vol. 12, No. 3, 2023, 46-55

Câu hỏi 15: Ngoài việc học tiếng Anh tại trường, bạn Câu hỏi 19: Bạn có mong muốn mình có thể dạy Toán
có tham gia các hoạt động nào có sử dụng tiếng Anh? bằng tiếng Anh sau khi tốt nghiệp không?
(có thể chọn nhiều mục)  Chưa từng nghĩ đến
 Không tham gia hoạt động nào khác  Có nhưng không biết cách
 Tham gia học tiếng Anh tại các trung tâm ngoại ngữ  Rất mong muốn
 Câu lạc bộ tiếng Anh  Khác:…
 Khác:… Câu hỏi 20: Với những hoạt động bổ trợ dạy Toán
Câu hỏi 16: Mức độ sử dụng tiếng Anh trong rèn luyện bằng tiếng Anh như bên dưới, bạn sẽ chọn hoạt động
môn Toán ở trường sư phạm của bạn? nào? (Bạn có thể chọn nhiều phương án và bổ sung
thêm hoạt động ở mục khác)
 Chưa từng sử dụng
 Công cụ tự học, bổ sung kiến thức tiếng Anh
 Thỉnh thoảng sử dụng
 Xây dựng sơ đồ tư duy kết nối kiến thức Toán và
 Thường xuyên sử dụng
tiếng Anh
 Khác:…  Sổ tay ngôn ngữ Toán và tiếng Anh (song ngữ)
III. Dạy Toán bằng tiếng Anh  Cuộc thi học thuật: giải toán bằng tiếng Anh,…
Câu hỏi 17: bạn đã từng đọc sách Toán hoặc sách  Cuộc thi hùng biện: tranh luận vấn đề toán học
giáo khoa Toán bằng tiếng Anh hoặc sách giáo khoa bằng tiếng Anh
Toán song ngữ chưa?
 Sinh hoạt câu lạc bộ tiếng Anh
 Chưa bao giờ đọc
 Giao lưu, trao đổi kinh nghiệm với những gương
 Thỉnh thoảng có đọc sách song ngữ học tốt
 Thường xuyên đọc sách song ngữ  Khác:…
 Thương xuyên đọc sách tiếng Anh Câu hỏi 21: Bạn có sẵn sàng tham gia hoạt động trải
Câu hỏi 18: Mức độ đọc hiểu sách giáo khoa Toán nghiệm dạy Toán bằng tiếng Anh để thử thách bản
bằng tiếng Anh của bạn thân?
 Hoàn toàn không hiểu  Có  Không
 Hiểu một ít nội dung (10%-50%) Câu hỏi 22: Ý kiến của bạn về chương trình đào tạo
cho sinh viên đáp ứng được việc dạy Toán bằng tiếng
 Hiểu gần hết nội dung (60%-80%)
Anh sau khi tốt nghiệp (mời các bạn nhập câu trả lời
 Hoàn toàn hiểu nội dung vào bên dưới)
Cám ơn các bạn đã tham gia làm khảo sát! Các kết quả của các bạn sẽ góp phần quan trọng vào sự
thành công của đề tài.

55